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STA N F OR D

S TA N F O R D
h t t p : / / a d m i s s i o n . s t a n f o r d . e d u S t a n f o r d Un i v e r s i t y 2 0 0 7

U N I V E R S I T Y
2 0 0 7

Office of Undergraduate Admission


355 Galvez Street ■ Stanford, CA 94305-3020
(650) 723-2091 ■ Fax (650) 725-2846
Stanford University admits students of either sex and any race, color,

religion, sexual orientation, or national and ethnic origin to all the

rights, privileges, programs and activities generally accorded or made


available to students at the university. It does not discriminate against

students on the basis of sex, race, color, age, disability, religion, sexual

orientation, or national and ethnic origin in the administration of its


educational policies, scholarships and loan programs, and athletic and

other university-administered programs.

Stanford University complies with the Clery Disclosure of Campus

Security Policy and Campus Crime Statistics Act. For a copy of

Stanford’s policies and statistics under this Act, please contact the
Stanford University Department of Public Safety at (650) 723-9633.

Stanford University
Of fice of Undergraduate Admission

355 Galvez Street ■ Stanford, CA 94305-3020


Phone: (650) 723 – 2091
Fax: (650) 725– 2846
Website: http://admission.stanford.edu
Email: admission@stanford.edu
International email: intl.admission@stanford.edu

Creative Direction and Design: Plainspoke / Portsmouth, NH

Production: Stanford Design Group

Editorial Direction: Andrea Jarrell

Photography: Steve Marsel (portraits), Dan Dry (including front cover)


and Linda A. Cicero (inside front cover)

The Stanford viewbook is published annually by the Office of Undergraduate


Admission. Special thanks go to our faculty contributors and the students and staff
members whose thoughtfulness and support made this collaborative project possible.
“Coming here was like seeing the entire world all at once.”
E m i ly L i v a d a r y, C l a s s o f 2 0 0 4

Stanford University 1
S t a n f o r d Un i v e r s i t y :
Exploration and Excellence

The world all at once: Limitless possibilities are at the heart of Stanford University.

Global positioning systems and gene splicing, One Flew Over the Cuckoo’s Nest and

The Grapes of Wrath, the football huddle and the T-formation, Yahoo! and Google —

all bear the mark of a Stanford individual. At Stanford, you will find the entire

universe of what humankind knows and is endeavoring to know. From your first days

on campus, this universe will be yours to explore, yours to discover. Stanford will ask

that intellectual curiosity be your compass, that excellence be your true north.

Along the way, you will have the guidance of extraordinary faculty mentors who are

at the forefront of advancing the world’s understanding of subjects ranging from geo-

physics to history to bioscience to musical composition. You will also have the friend-

ship of fellow students who will awe and inspire you as much for their humanity as

for their talents. As you pursue the questions that interest you most, your mentors and

friends will give you the freedom to risk temporary failure as you push yourself both

intellectually and personally — along with the freedom and encouragement to pursue

what you love.

Your reward will be the exhilaration of discovery — the exhilaration of true excellence.

Stanford University 3
English Professor Paula Moya directs the undergraduate pro- work historically. In my Introduction to Chicana/o Literature
gram at Stanford’s Center for Comparative Studies in Race and class, many students, even Mexican-American students, don’t
Ethnicity, which is a national force in promoting the study of race know Chicana/o history. So I give history and economic lessons
and ethnicity. Moya’s fields are 20th-century American fiction, along the way, sometimes team teaching courses with faculty
Chicana/o cultural studies and feminist theory, with special who specialize in other disciplines.” Moya adds that Stanford
interests in writing by women of color and U.S. Latina/o litera- humanists are among the world’s foremost scholars in their
ture. Nearly 100 affiliated faculty in disciplines ranging from fields. “In the area of literature alone, students are often taught
archaeology, business, drama, education and history to human by the people who write the works they might only have the
biology, law and music explore questions of race and ethnicity at opportunity to read at another university—writers and poets like
the center. “I’m a humanist,” says Moya. “When I teach a work of Tobias Wolff, Eavan Boland and J.M. Coetzee. It’s a tremendously
literature, I approach it with all the usual lenses — narrative vital intellectual life.”
structure, language, thematic analysis — but I also situate that

THE HUMANIST
T H E S T U D E N T A N D T H E M E N TO R

“Knowing what one is passionate about is not always self-evident.


Good mentoring draws from the student a spark of self-recognition,”
says Linguistics Professor John Rickford, who first met
Devin Griffin in his African-American Vernacular English class.
Later, Griffin was one of the students who accompanied Rickford on
a South Carolina and Georgia Sea Islands learning expedition. “I’ve
seen Devin grow from a freshman quite uncertain about what he
wanted to do, but wildly excited about the experiences he had on
the expedition, to a senior with a solid degree in economics who
had the honor of being a finalist for a Rhodes Scholarship and a win-
ner of a Mellon Undergraduate Minority Fellowship. The fact that he
was able to organize a quarter of overseas study in Ghana on his
own and do groundbreaking research on the slave castles there
impresses me to no end. What the future holds for him, intellectu-
ally and in other respects, is still an open book, but his four years at
Stanford have convinced me that it will make exciting and high-
quality reading.”

Stanford University 5
For many students and faculty, Stanford is special because of the issues of sustainability. Faculty from engineering, economics,
close collaboration among undergraduates, graduate students geology and biology are also involved. All members of her
and faculty. That collaboration creates a seamless educational research team, including undergraduates, present their research.
continuum at the university. Sitting around a table with graduate Says Matson, “It is wonderful to meet a freshman and, through
students and faculty, undergraduates hold their own. At the working with him or her, watch that person become engaged and
Center for Environmental Science and Policy, Dean of Earth able to contribute original research that truly enriches the
Sciences Pamela Matson works with researchers to address overall project.”

THE CONTINUUM

From left: Karen Carney,


Shannah Metz, Pam Matson,
John Harrison and Becky Chaplin
at the Science and Engineering
Quad Teaching Center

6 Stanford University
Stephen Fried
backstage at
Memorial Auditorium

T H E D I R E C TO R A N D T H E AC T R E S S

Annie Abrams sees similarities in the challenges she encounters


as an artist at Stanford and those faced by friends majoring in
engineering, English or the sciences. “We’re all willing to go after
questions that may never be answered definitively,” she says.
Stephen Fried believes Stanford’s environment compels him to
examine the ways in which theater matters. “Stanford forces you
to justify the significance of what you’re doing.” A double major in
drama and history, Fried researched avant-garde Russian theater
director Vsevolod Meyerhold via an Undergraduate Research
Opportunity grant, then wrote and directed Habeas Corpus:
Meyerhold, the Final Chapter. Abrams and Fried agree that the
integration of scholarship and performance characterizes
Stanford’s drama program, as does the department’s close-knit
community of undergraduates, graduate students and faculty.
Abrams appeared with one of her professors in a production of
Max Frisch’s The Firebugs. Fried took his play on Meyerhold to
Moscow, where it ran for four performances.

Annie Abrams on
the stage at
Memorial Auditorium
Freshman and
Sophomore Seminars

“ Seminars make you comfortable enough


to go and talk to professors. You feel that
there is no ivory-tower distance between
you. My freshman year, there was a
sophomore seminar I desperately wanted
to take on South Africa, which is my area
of research. The class was already full, but
I stayed, talked to the professor and was
able to take the class.” Chris Maloney,
Class of 2002

Intimacy Within a World-Class University

Stanford’s tradition of faculty mentorship begins with small-group learning experiences in

freshman and sophomore seminars. It continues through faculty-student research collabora-

tions and culminates in the launching of a student’s own research pursuits. These collaborations

are complemented by the university’s emphasis on residential learning. As a result, you’ll find

a “knowable” campus with a challenging, yet friendly and supportive environment.

Exceptional Research
A Continuum of Scholars Opportunities

“ There is less status consciousness here “ I chose to work with Professor Anthony Oro
about what level a student is at. I’ve taught after interviewing with him in his lab at the
Ph.D. seminars with undergraduates and medical school. By the time I graduate, I
undergraduate courses with Ph.D. students will have worked with Dr. Oro for three
in them. If a bright undergraduate student years, which is significant because he really
wants to do a Ph.D. seminar, the reaction is: understands how I think. More important,
‘Give it a shot.’ There is an attitude about I have the opportunity to understand how
facilitating someone’s education and he thinks. The most surprising aspect of
research. Rather than setting up roadblocks, working with Dr. Oro, or any professor at
it’s ‘What can we do to make this work?’” Stanford, is the incredible responsibility
Theodore L. Glasser, Professor of entrusted to students. Sometimes I ask
Communication myself, why would my mentor ever trust me
to perform all these significant experiments
that are at the forefront of science? I realize
this trust comes from the respect Stanford
professors have for their students. It’s this
honest belief in our capabilities that helps
us build our own confidence to succeed.”
Jamie Hui, Class of 2003

8 Stanford University
Yo u r S ta n f o r d E x p e r i e n c e

“ You can do anything you want here. You


can go to San Francisco, you can stay on
campus, you can study math, you can study
humanities. You can come here and find
your place and find people to share that
place with. There is no ‘Stanford experi-
ence’ — there’s your experience at Stanford.”
Jennifer Chan, Class of 2003

Freedom to Excel A c c e s s i b l e Fa c u l t y M e m b e r s

“ As a faculty member, I can teach my classes “ The Stanford undergraduate program is built
and speak about my research at a high on the assumption that students want to go
level. There are very few upper boundaries deeply into something and that they’re going
I need to impose on myself in talking about to find the faculty members with whom to
my work. What makes this place different is do this. It assumes that students who are
not only the high caliber of students, but intellectually curious, critical thinkers are
also the informality. That allows for a greater going to have the confidence in themselves
level of honesty and intensity in discussions. to say, ‘I can do something, and I can do it
When we can be honest and leave ourselves well, and I’m not going to be embarrassed
open for response and criticism, the environ- to knock on a professor’s door even if that
ment becomes one in which students and professor won a Nobel Prize.’ And when they
faculty can cut to the chase without fooling knock, they will find that faculty here are
around. That’s when you have the freedom happy to work with undergraduates and will
to excel.” Luis Fraga, Associate Professor of be encouraging in all sorts of ways that
Political Science make students feel valued.” Arnold Eisen,
Professor of Religious Studies

A t H e a r t, a S m a l l C a m p u s

“ One thing that’s really special about


Stanford is that you’ve got hills and vistas
all around you, but the heart of the campus
is small enough for a lot of interaction.
You’re constantly running into your friends
and professors — sometimes literally if
you’re on a bike!” Sohini Ramachandran,
Class of 2002

Stanford University 9
Roommates Jean Chow, Renee Ng and Noor Dawood are consider- Huey Kwik and John Rote don’t attribute supernatural powers to
ably different, which is probably why they get along so well at the Stanford housing staff members who paired them up. “I’d be
Stanford. Chow is a communication and Chinese major from Aiea, pretty impressed if they had the foresight to know we’d get along so
Hawaii; Ng is a management science and engineering major from great,” says Kwik. They know they were matched as much for their
Saratoga, California; and Dawood is a psychology major from similarities — “taste in music, bedtimes, views on drinking and
Newtown, Pennsylvania, who plays intercollegiate field hockey and drugs” — as for their differences. “Living with Huey, who is from
lacrosse. “It’s really cool that Noor can be a two-sport athlete but be California, is living with jokes about my accent 24 hours a day,” says
just as regular and involved in ‘normal activities’ as any other stu- Rote, a Tennessean. “But we have great respect for each other, and
dent here,” says Ng. “I know at some other universities the athletes that’s a big part of our chemistry.” What’s the best part of being
are more segregated from the rest of the student body. But at roommates? “How much we involve ourselves in the other’s life,”
Stanford, they are very much like everybody else.” Having grown up says Rote. “If Huey has a computer science program to work on, I
in different cultures, the three agree it’s fun to explore those differ- might go grab him a sandwich while he’s at work. If I have a paper to
ences. “I pinched Jean on St. Patrick’s Day because she wasn’t wear- do late one night, he’ll stay up and keep me company. I couldn’t
ing green, and Noor thought that was the strangest thing on Earth,” imagine a better roommate.”
says Ng. “We ended up having a big discussion about it in our
dorm — none of the East Coasters had ever heard of the tradition,
but all of the Californians had. I love things like that — learning little
things about people you just never knew before.” T H E RO O M M AT E S

From left: Jean Chow,


Renee Ng and
Noor Dawood in their
room at Toyon Hall
John Rote, left,
and Huey Kwik in
the laundry room
at Toyon Hall

Stanford University 11
Nico Slate personifies interdisciplinary study at Stanford. He disciplinary doctorate uniting literary and philosophical studies
double majored in two interdisciplinary majors, Earth Systems with social and environmental issues. He hopes to be a professor
and Interdisciplinary Studies in the Humanities. A Rhodes and advisor to policymakers, with the ultimate goal of connecting
Scholar, Slate completed a master’s degree in environmental his future students’ learning to effective service on a global scale.
change and management at Oxford. His next step will be an inter-

THE ‘INTERDISCIPLINARIAN’

12 Stanford University
95 %
St u d e n t s l i v i n g
42
St a n f o rd a t h l e t e s
on campus and coaches at the
2004 Olympic Games
i n At h e n s

78 1/3
Nu m b e r o f Pr o p o r t i o n o f
undergraduate undergraduates who
re s i d e n c e s s t u d y ov e r s e a s

640
Nu m b e r o f
64
Pu b l i c s e r v i c e
student groups organizations housed
a t t h e Ha a s C e n t e r

35
Nu m b e r o f
12,000
Estimated number
varsity sports of bicycles in use
on campus
On Being Well-Rounded F r e e d o m t o Ta k e R i s k s

“ You hear people talk about the concept of “ When I got to Stanford, two of the most
well-roundedness versus angularity. I like to important things I learned were that I
think of Stanford as an intensely angular couldn’t do everything myself, and that
place, but the students all have many, many I could take risks. So even though I’m an
points or angles. It’s that redefining of well- engineering major, I can take a class on
roundedness that I find very exciting here.” Irish literature because I’m interested in it,
Stephen Sano, Associate Professor of Music even if I’m not the best at it. I found that
freedom really engaging and exciting. In
the past, I didn’t feel that I could comfort-
ably go beyond my borders—I had that
fear of failure. But here, your peers respect
you when you cross the line. That’s one
of the best things about this place.”
Emily Ma, Class of 2003

What We Mean When We Say “Interdisciplinar y”

“Thin walls” between academic disciplines encourage creativity and innovation. Some at

Stanford call that intellectual entrepreneurship. Others call it intellectual playfulness. All

agree that in this edge-pushing environment, you will find that no question is out of bounds

and no solution is out of reach.

Seeing No Limits

“ I couldn’t bear to think of limiting myself


to one course of study. But how could
I possibly continue to study German while
taking mathematics, computer science and
statistics? Stanford’s introductory seminars
and Sophomore College rescued me. I took
two seminars and one Sophomore College
course in the German Studies Department
and was able to achieve fluent command
of German vocabulary and grammar.
My hope is to one day become a professor
and be able to lecture in German.”
Sohini Ramachandran, Class of 2002

14 Stanford University
Departments Born of
C o l l a b o r at i o n

“ The interdisciplinary department of Symbolic Human Biology examines the relationship


Systems was born out of a collaboration between the biological and social aspects of
among philosophers, linguists, psychologists humanity’s origin, development and environ-
and computer scientists working at the ment. Students gain a broad and rigorous
Center for the Study of Language and exposure to the biological and behavioral
Information. Basically, Sym Sys shows you sciences and their interrelationships. The
how subjects that seem like polar opposites curriculum incorporates an interdisciplinary
relate to each other. Instead of seeing 100 perspective by drawing from faculty mem-
steps between Plato and computers, you find bers from departments such as biology,
bridges that make the distance only about anthropology, psychology and economics.
two steps.” Ezra Callahan, Class of 2002 Within the major, students choose to focus
on a specific topic, such as the Economics
One-fourth of Stanford’s undergraduates of Health Policy or Human Genetics, by
major in one of the university’s interdiscipli- designing their own concentration of upper
nary programs. These programs characterize division and seminar classes.
Stanford’s dynamic intellectual environment:
Interdisciplinary Studies in the Humanities
Earth Systems provides students with an investigates the intersections of culture,
understanding of how geological and history, art and philosophy with students
biological processes interact with humans choosing to focus on one of ten fields:
and their economic systems to determine Culture and Politics; Digital Humanities; Early
how the environment functions on global Modern Studies; Ecology, Philosophy and
and regional scales. Program graduates Literature; Film Studies; Medieval Studies;
apply their knowledge to the design of Modern Thought and Literature; Performance
effective environmental policy and the Studies; Philosophical and Literary Thought;
reconciliation of competing environmental and Philosophy and the Visual Arts.
and social objectives.
International Relations focuses on the study
of changing relations (political, economic
and cultural) among nation states. Students
A Challenging investigate a range of issues, including inter-
Academic Environment national security, international political econ-
omy, political and economic development,
“ An interdisciplinary frame combines lateral and the politics of the transition to democ-
accessibility as well as intense scholarly racy. They have the option of specializing in
depth. This is not simply putting a bunch of a geographical area.
people together, but creating a learning and
research environment that is challenging,
problem-driven and exciting.” David
Palumbo-Liu, Professor of Comparative
Literature

Stanford University 15
T H E ‘ G R A D S C H O O L’ C O N N E C T I O N

Sarah Huntwork hopes to apply her experience in Dr. Lucy


Shapiro’s microbiology laboratory at the Stanford School of
Medicine to a career in government service. Shapiro is a professor
of developmental biology and a cancer researcher. As director of
Stanford’s Beckman Center for Molecular and Genetic Medicine,
she is leading efforts to apply basic science discoveries to the pre-
vention and treatment of disease. Huntwork joined Dr. Shapiro’s
lab team as a sophomore. “It’s interesting how much understand-
ing about biology and the scientific process in general you get
from doing research,” says Huntwork. “In high school, you never
question the facts you learn in class. You just know that some
scientists determined those facts at some point, and you take
them at face value. After doing research at Stanford, I’ve learned
that science is a much more dynamic process. You always have to be
questioning how the facts you’re working with were determined —
whether the interpretation of the data that led to those results is
really the correct one.”
From left: Tess Bridgeman,
Jason Cheng and Valarie Brar
near the Quad

THE ENTREPRENEURS

“A common misconception is that entrepreneurship equals interviewing Sikh, Muslim, Arab, South Asian and Afghan/
starting a company,” says Jason Cheng, a double major in bio- Americans on post–September 11 backlash. She developed a
science and computer science. As a Stanford Technology film and publication — her senior project and honors thesis —as
Ventures Program Mayfield Fellow, Cheng worked in Silicon educational tools for use in both communities and classrooms.
Valley with some of high technology’s most notable CEOs. ■ “Social-service entrepreneur” is what some call human biol-
Cheng plans to use his entrepreneurial skills in combination ogy major Tess Bridgeman. Others call her a visionary.
with an M.D./Ph.D. “Anyone who does anything innovative or Bridgeman was invited by health officials in Oaxaca, Mexico,
creative benefits from having entrepreneurial training,” he to initiate a program aimed at eradicating the high incidence
says. ■ International relations major/religious studies minor of preventable birth defects related to folic acid deficiency.
and now documentary filmmaker Valarie Brar proves Cheng’s Her successes include identification of a once-indigenous
point. Brar planned to spend part of her junior year in India, source of folic acid (amaranth), renewed amaranth production
recording memories of the partition. But when the events of and the education of women through gardening and cooking
September 11, 2001, caused her trip to be canceled, Brar demonstrations, workshops and house visits in 28 Oaxacan
regrouped and used the funds to travel the United States communities.
Stanford University 17
By the time most Stanford freshmen enroll in historian David with undergraduate teaching. She teaches a freshman/sophomore
Kennedy’s freshman seminar or Introduction to the Humanities seminar on infection, immunity and public health , and mentors
course, they have already “met” him through his Pulitzer Prize – undergraduate researchers in her lab. ■ Whether or not he or she
winning work in American history. ■ For many years, psychologists studies German, almost every Stanford student is likely to meet
thought they studied the mind while anthropologists studied cul- Professor of German Studies Elizabeth Bernhardt, who directs the
ture . Then came Hazel Markus, the social scientist most responsi- Stanford Language Center. Bernhardt is an applied linguist who
ble for creating the field of cultural psychology. Markus is among the conducts pioneering research in comprehension assessment.
most cited psychologists in the world. ■ Physics Professor Douglas ■ Computer Science Professor Eric Roberts’ internationally recog-
Osheroff is the first Nobel Prize winner most Stanford undergradu- nized program in undergraduate computer science education
ates meet. He lectures in the introductory physics sequence and reaches students all over the world. Stanford students find him
teaches a small freshman seminar on photography. ■ In his book on sitting across the seminar table from them.
August Wilson, Drama Professor Harry Elam acknowledges the con-
tributions of his students, thanking each one “for how they shaped
my research.” ■ Professor of Biological Sciences Patricia Jones
loves to integrate her research on genetics and the immune system T H E T E AC H E R - S C H O L A R S

From left: David Kennedy,


Hazel Markus, Patricia Jones
and Douglas Osherof f in the
Lane Reading Room of the
Bing Wing in Green Library
From left: Eric Roberts,
Elizabeth Bernhardt and
Harry Elam in the
Charles and Frances Field
Room of the Bing Wing
in Green Library

Stanford University 19
Th e S i l i c o n Va l l e y C o n n e c t i o n

“ You get up in the morning here and the


sense of the future is palpable. I had the
good fortune to cofound a biotech company
four years ago. The idea started on campus.
Now we’re off campus and hiring undergrad-
uates. This kind of environment simply does
not exist in other places.” Paul Wender,
Professor of Chemistry

Theory Active in the Real World

Research at Stanford is “outward looking,” meaning that faculty and students pursue work

that affects how people live worldwide. You will benefit from your faculty members’ partic-

ipation in the world’s most pressing issues. You will also benefit from the opportunity to par-

ticipate in groundbreaking research. The university commits substantial resources to enable

Stanford students to pursue their own investigations in the real world.

C r e at i n g N e w K n o w l e d g e

“Stanford encourages you to swing for the Stanford’s community of scholars includes:
home runs rather than the bunts—to try to
■ 15 Nobel laureates
make a profound and lasting contribution…
more than ever, this means approaching a ■ 4 Pulitzer Prize winners
problem from multiple perspectives and
■ 23 MacArthur Fellows
disciplines…it means looking for advances
in one area that create opportunities in ■ 21 National Medal of Science recipients
another…you have to be bold. Rarely has
■ 3 National Medal of Technology recipients
anyone changed the world who was not
willing to take a risk.” John Hennessy, ■ 223 American Academy of Arts and
President Sciences members
■ 134 National Academy of Sciences
members
■ 84 National Academy of Engineering
members
■ 26 National Academy of Education
members
■ 40 American Philosophical Society
members
■ 7 Wolf Foundation Prize for Mathematics
winners
■ 7 Koret Foundation Prize winners
■ 4 Presidential Medal of Freedom winners

20 Stanford University
Mentors Who Make a Difference

“ Stanford gives students the chance to


develop their talents or interests to the
fullest extent possible. So if a student
wants to do biology, we’ll give her not
only biology but also a top-rate lab where
Nobel Prize winners and MacArthur
Foundation Fellows are doing cutting-edge
research and sitting with her day by day
teaching biology. If the student wants to
do international affairs, he can learn from
Scott Sagan (Professor of Political Science)
one day, knowing that the day before,
Scott Sagan was meeting with India’s
National Security Advisor and Pakistan’s
military leaders. Students here soon grasp
that it is an incredible opportunity.” Arnold
Eisen, Professor of Religious Studies

Other Extraordinary
Student Research Grants Opportunities

The university’s commitment to undergradu- ■ Haas Public Service Summer Fellows carry
ate research is best exemplified by out their self-designed public service proj-
Undergraduate Research Opportunity grants, ects all over the world.
which are awarded to students who design
■ Overseas Study at one of Stanford’s nine
their own research projects under faculty
campuses is often a turning point, enrich-
guidance. Recent projects include:
ing the context of a student’s prior work
■ Almost Another Sister: Characterization of and sharpening the focus of the research
the Reader in the Novels of Jane Austen yet to come.
■ Gene Targeting to Define the Role of ■ Stanford in Washington places students
F i n d i n g Yo u r P l a c e
“DEZ” in Pulmonary Immunology in substantive internships in the nation’s
capital, working with senior-level officials
“ I’ve changed because I’ve scraped the ■ The Influence of Japanese-American
in government agencies and institutions,
surface of where I’m supposed to be in World War II Internees’ Coping
public interest groups and the news media.
this world. From research projects to Strategies on Subsequent Generations:
the Stanford in Washington program to An Intergenerational Examination ■ Mayfield Fellowships are awarded through
professors to making friends from every- the Stanford Technology Ventures Program
■ The Impact of the War Crimes Tribunal
where in the world, you begin to form a and include a paid summer internship at a
for the Former Yugoslavia on International
much larger picture. Your task is to pull start-up company.
Human Rights Law
the pieces of that giant picture together.
You start to see, ‘Oh, I fit here.’” ■ Who Directs the Future of Accessing
Christopher Mahoney, Class of 2002 Wireless Communication Networks?
■ The New Jersey Diner — A Cultural
Investigation through Photography
■ The Rule of Equivalence in Aristotle’s
Theory of Definitions

Stanford University 21
From left: Erica Ma,
Clif f Nass, Kent Grif fin
and Sheba Najmi in
the main computer room,
Forsythe Hall

T H E I N V E N TO R S

Communication Professor Clifford Nass’s book The Media Equation:


How People Treat Computers, Televisions and New Media Like Real
People and Places reveals the intersections of communication,
computer science, technology and sociology. Nass has helped
invent products for more than 50 companies, including Microsoft,
Hewlett-Packard and IBM. Nass’s students are inventors as well. “In
one class, I randomly grouped students to design projects. Several
of them ended up creating patentable inventions,” he says. Nass’s
new book, Wired for Speech: How Voice Activates and Advances the
Human-Computer Relationship, was inspired by an undergraduate
course. “This was a course with small groups of students designing,
implementing and analyzing experiments in an attempt to con-
tribute to both the psychological and design literatures. Of the 10
projects, nine resulted in publishable research. Many companies
have now incorporated the research into their product designs.”
From left: Josh Haner, T H E WO R L D C I T I Z E N S
Vlada Teper and
Willow Miller-Young
on the Quad

Josh Haner, Vlada Teper and Willow Miller-Young used “I left class understanding the importance of being a citizen of
Stanford undergraduate research grants to pursue intellectual, the world,” she says. Teper studied in the Stanford at Oxford
artistic and humanitarian interests. ■ Photographer Josh program. Through her honors thesis, she conducted research in
Haner, whose photos have appeared in national publications, Moscow on the selection of world literature for instruction in
was awarded the Pritzker Scholarship by Stanford’s Anthropo- Moscow and California Bay Area high schools. ■ As a high
logical Sciences Department to pursue documentary photogra- school student, Willow Miller-Young “read and reread a mag-
phy in a Maasai village in southern Kenya. “My photographs azine article about Bali, awed by the island’s resilience in the
attempt to create a more complete ethnographic documentary face of rampant tourism.” A Native American, she identified
of the culture of a people who have historically been romanti- with an indigenous population’s reaction to outside forces.
cized as the beautiful savage.” ■ Vlada Teper, who immigrated Miller-Young used a university research grant to write a collec-
from the Soviet Union at age 10, was deeply affected by Max tion of short stories integrating themes of Balinese culture,
Weber’s statement that culture is a web of invisible influences. human interaction and identity development.

Stanford University 23
70 +
Fi e l d s o f s t u d y
7 to 1
St u d e n t t o f a c u l t y
ratio

200 +
Nu m b e r o f
1,771
St a n f o rd
f re s h m a n / s o p h o m o re professoriate
s e m i n a r s o f f e re d
each year

70 %
Classes with
15
No b e l l a u re a t e s
fewer than 20
students

$ 4.1 m i l l i o n
Re s e a rc h f u n d s
all 7
St a n f o rd s c h o o l s
granted to w h e re u n d e r g r a d u a t e s
undergraduates can take courses
in 2005
T H E I N N OVATO R

When you’re at the beginning of what becomes a world- Does Hennessy have any advice for future innovators? “Look
changing idea, do you have a sense of its magnitude? “You for discontinuities or paradigm shifts such as the one being
rarely suspect how large the change will be,” says Stanford created today in biological science with the decoding of the
President John Hennessy, whose work since the early ’80s human genome and advances in the understanding of detailed
has helped revolutionize the computer industry. “Stanford operations of cells. In my case, we believed that a technology
encourages you to swing for the home runs rather than the change was coming: computers would go from room-size
bunts — to try to make a profound and lasting contribution,” things with thousands of integrated circuits to single-chip
he says. In 1981, as a professor of electrical engineering, microprocessors.” He says he and his team also believed the
Hennessy initiated a project at Stanford that pioneered a new industry was headed in the wrong direction — a direction
approach to computer architecture, now known as RISC steered by conventional wisdom. “The major contributions
(Reduced Instruction Set Computer). “We started our project that change our lives in fundamental ways often occur when
by brainstorming, reading papers, thinking about unorthodox you approach a problem in a different way. More than ever,
and novel directions. In the end, we built a prototype that that means approaching a problem from multiple perspectives
embodied our ideas. Without the prototype, our theories and disciplines — engineering partnering with medicine,
never would have found acceptance in the real world. Stanford physics with biochemistry. It means looking for advances in
is an environment that encourages and supports the full range one area that create opportunities in another. Of course, you
of research, from theoretical insights all the way to practice.” have to be bold. Rarely has anyone changed the world who
was not willing to take a risk.”
Stanford University 25
T H E S C H O L A R - AT H L E T E S Some people outside of Stanford may be surprised that the univer-
sity is both academically and athletically excellent. Cardinal teams
are almost always among the most competitive nationwide. But
those who know Stanford see these dual excellences as an
inevitable consequence of the type of student who comes to
Stanford. “Whether or not an athlete wants to admit it,” says foot-
ball player Brandon Royster, “he or she comes to Stanford to be
different. Stanford would not be your school of choice if you were
interested in being just another athlete.”

From left: Brandon Royster (football),


Tif fany Chao (lacrosse), David Martin (tennis),
Ellen Estes (water polo), Jason Cooper (baseball),
Bethany Donaphin (basketball) and
Sara McGee (volleyball) at Stanford Stadium
“When I think of justice, what comes to mind is young people major, Ramirez also conducted research on the growing bilin-
having the ability to pursue their dreams without obstacles,” gual/multicultural children’s literature market and taught high
says Celina Ramirez, a Stanford Public Service Scholar who school classes on the representation of Latinos in film. She was
wrote her honors thesis on the significance of romantic relation- considering a Ph.D. in literature until she spent a semester
ships to Latina teenagers. “Many young Latinas become involved studying at Stanford in Washington. There, she studied civil
in serious, often abusive, relationships because they believe rights and education in a one-on-one tutorial with a Department
having a boyfriend is the only way to show the world they are of Education scholar. “I discovered I could draw on all my theo-
interesting or beautiful. If they had equal resources for extracur- retical knowledge about how people define themselves to solve
ricular activities and better access to information about birth real-world problems,” she says. Ramirez received her J.D. at
control, would they be more empowered?” As a Chicana/o studies Stanford Law School in 2004.

T H E P U B L I C S E RVA N T

Stanford University 27
“I think one of the biggest testaments to the intellectuality of this place is that people

don’t turn it off when they exit class. Whether it’s academic, recreational or some

hybrid of the two, virtually everyone has this personal vitality that drives them.”

S t e p h a n i e E a r ly, C l a s s o f 2 0 0 5

28 Stanford University
Dear Prospective Student,

We are honored that you are considering Stanford among your college choices. In the

pages that follow, we try to give you more specific information about the academic,

extracurricular and social life of our campus. Stanford offers its students such a vast

array of opportunities that it is hard to capture everything about the university in

this single publication. If questions arise as you read the following pages, please feel

welcome to call or e-mail us.

Best Wishes,

Richard H. Shaw
Dean of Admission and Financial Aid

St a n f o rd Ad m i s s i o n St a n f o rd o n t h e We b St a n f o rd C o u r s e Ca t a l o g
Learn more about Stanford and Visit department home pages and read The Stanford Bulletin, a detailed catalog
how to apply for freshman or more about faculty and their research, of courses and requirements, can
transfer admission at residential life, and student projects and be found on the web at
http://admission.stanford.edu. organizations at the Stanford website, http://www.stanford.edu/dept/registrar/bulletin.
http://www.stanford.edu.

30 Stanford University
Stanford University:
Exploration and Excellence

Th e f r e e d o m t o p u r s u e w h at y o u lo v e . . . Th e w o r l d a l l at o n c e . . .

32 Achieving Breadth and Depth 38 Haas Center for Public Service


32 General Education Requirements 38 Stanford in Washington Program
33 Majors, Minors, Honors and Degrees 38 Bing Overseas Studies Program
33 The Quarter System as Explorative Tool 39 Stanford Exchange Program
39 Visual, Literary and Performing Arts Programs
Fa c u l t y m e n t o r s at t h e f o r e f r o n t o f 40 Stanford Athletics
a d va n c i n g t h e w o r l d ’ s u n d e r s ta n d i n g . . .
34 School of Humanities and Sciences
Th e f r i e n d s h i p o f f e l lo w s t u d e n t s
34 School of Engineering w h o w i l l aw e a n d i n s p i r e y o u . . .

35 School of Earth Sciences 41 Living at Stanford


35 Undergraduate Access to the Graduate Schools 41 The Stanford Campus and Small-House System

42 Residential Education
Intellectual curiosity will be your compass, 42 Academic Resources and Services
excellence your true north . . .
43 Student Centers, Organizations and Services
36 Undergraduate Research
36 Student-Initiated and Faculty-Led Programs
G lo b a l p o s i t i o n i n g s y s t e m s a n d g e n e s p l i c i n g ,
and Grants
O n e F l e w O v e r t h e Cuckoo ’ s N e st . . .
37 Research Centers, Institutes and Laboratories
44 After Stanford
44 Fellowships and Graduate School

44 Career Development Counseling

44 The Alumni Connection

46 Admission and Financial Aid

Stanford University 31
The freedom to take risks as you push yourself
both intellectually and personally . . .

On the preceding pages, we have described a number of student “explorations,” discoveries and
achievements. Together, these stories reveal the remarkable depth of undergraduate education at
Stanford. With such depth, it may not be immediately apparent that a complementary kind of
accomplishment is also at work: that is, breadth. The Stanford curriculum affords a breadth of
understanding in the liberal arts and a depth of understanding in a particular subject. We believe
a relevant education requires both.

AC H I EV I N G B R E A D T H A N D D E P T H Introduction to the Humanities (IHUM) Disciplinary Breadth


The IHUM courses explore what it means The Disciplinary Breadth courses provide
Stanford’s requirements are an expression of
to be human from multiple perspectives, students with educational breadth by giving
our ideals for a well-educated person. All
providing students with an intellectual them some experience in the areas of engi-
courses of study have the goal of achieving
foundation in the study of human thought, neering and applied sciences, humanities,
balance between breadth of knowledge
values, beliefs, creativity and culture. IHUM mathematics, natural sciences, and the
acquired through exploration and depth of
courses also enhance skills in analysis, social sciences. To satisfy these require-
knowledge acquired through specialization.
reasoning, argumentation and oral and ments, students may enroll in courses or
Committed to a liberal-arts foundation,
written expression, helping students to draw from the hundreds of introductory
Stanford does not require students to
prepare for advanced work in all areas. seminars offered each year. Sample seminars
declare a major until the end of their sopho-
Sample courses include: Citizenship; Visions include: The Coastal Zone Environment,
more year. Rather, students have the oppor-
of Mortality; Tradition and Revolution: The Nature of Engineering, A Social
tunity to sample widely before determining
Rewriting the Classics; Reason, Passion and Entrepreneurship Startup, Buddhist Political
an area or areas for deeper investigation.
Reality; and Serious Laughter: Fantasy and and Social Theory, and Language and
The undergraduate curriculum allows stu-
Invective in Greece, Rome and Beyond. Gender in Japan: Myths and Reality.
dents to conduct this initial broad explo-
Freshmen take three IHUM courses during Students take five Disciplinary Breadth
ration while choosing a combination of
their first year, one each quarter. courses, one in each subject area.
required and elective courses.
Education for Citizenship
The Education for Citizenship courses pro-
vide students with some of the skills and
knowledge that are necessary for participa-
Undergraduate Requirements
tion in our contemporary national and
global cultures of the 21st century.
Undergraduates complete at least 180 units, In addition to these requirements, Stanford’s
Education for Citizenship is divided into the
including courses in the following general academic program includes:
education requirement (ger) areas: following subject areas: American Cultures,
The Global Community, Gender Studies,
and Ethical Reasoning. Students take two
■Introduction to the Humanities (one ■ The Writing Requirement, which
Education for Citizenship courses, each in a
course each quarter of the freshman year); is offered during the freshman year different subject area.
and as part of the major;
■Disciplinary Breadth (one course Writing Requirement
selected from each of the five subject ■ The Language Requirement, which The Writing Requirement has two parts: the
areas); and ensures familiarity with one other Program in Writing and Rhetoric (PWR)
language; and and Writing in the Major. The PWR require-
■Education for Citizenship (two courses
ment is met by completing two courses in
selected from two of the four subject ■ The completion of a major, which
PWR or alternative Stanford courses that
areas). is generally chosen by the end of the are approved by the faculty. The Writing in
sophomore year. the Major requirement is met by taking a
course that has been designated by the stu-
dent’s major department as satisfying the
writing requirement in the major.

32 Stanford University
the freedom and encouragement to
pursue what you love.

Language Requirement Honors Programs Disciplines in which many students major


Stanford requires that students have basic Usually completed in the senior year, these tend to have larger introductory classes
familiarity with a foreign language through capstone programs allow students to engage than departments with fewer majors. Large
completion of one year of college-level in advanced research, analysis or field work and popular introductory lectures that may
study or the equivalent. leading to a written thesis; laboratory work enroll as many as 120 students are generally
The Stanford Language Center offers accompanied by a report; or creative projects supplemented by small discussion groups
courses for up to three years or more of such as writing and directing a play, pro- led by teaching assistants. Only 5% of
study in all major foreign languages. Some ducing and directing a film or choreograph- undergraduate classes in 2005–06 enrolled
special languages, such as Arabic, Hebrew ing a dance production. Completing an 100 students or more.
and Swahili, are regularly offered for up honors program gives students the chance Stanford offers intensive small-group
to three years, while others are offered to share their passion for a subject with a learning experiences specifically designed
to meet the needs of a specific group of faculty advisor who is interested in the for freshmen and sophomores through such
students, such as Indonesian for Volunteers same idea or problem. It can be one of the programs as:
in Asia participants and Modern Greek most rewarding experiences at Stanford.
■ Freshman and Sophomore Seminars,
for classics students joining a summer field-
Degree Options which are limited to 16 students and taught
work project. American Sign Language is
Single and Dual Degrees by professors from different areas, including
offered as well.
The Bachelor of Arts (B.A.) is awarded to faculty from Stanford’s education, law, busi-
majors in the social sciences and humanities; ness and medical schools;
Majors, Minors, Honors
the Bachelor of Science (B.S.) is awarded to
and Degrees ■ Sophomore Dialogues, which enroll no
majors in the natural or physical sciences more than six students in an intensive
The Major and majors from the schools of Engineering course of directed reading; and
Students are expected to choose a major by or Earth Sciences. The Bachelor of Arts and
the end of the sophomore year. Even after ■ Sophomore College, which is a three-week
Science (B.A.S.) is awarded to those who
this decision, however, the major can be complete the requirements for an under- residential academic program for returning
changed if a student’s interests shift. The graduate degree and fulfill the requirements sophomores held just prior to the start of
primary purpose of the major is to encour- for two majors (with no overlapping the school year and featuring an intensive
age each student to explore a subject in con- courses), one leading to a B.A. degree and learning experience in a class with just 12
siderable depth. Such study also provides a one leading to a B.S. degree. Students also to 14 students.
sense of how knowledge grows and is have the option of earning a dual degree by
shaped by time and circumstances. Study in working concurrently towards both a B.A. The Quarter System as
the major gives students the opportunity and a B.S. Explorative Tool
and responsibility to pursue original, cre-
Coterminal Degrees Stanford’s undergraduate program is
ative work. Requirements for each depart-
Bachelor’s and Master’s degrees may be pur- divided into 10-week quarters. Students
ment’s major are set by faculty; these
sued simultaneously. The two degrees do find the quarter system supports the broad
requirements usually allow latitude
not have to be from the same department or and deep exploration Stanford encourages
for tailoring a major program to a student’s
school, though they may be. A student may, because it allows them to take more courses
specific educational goals. Students may
for instance, combine a B.S. in biology and each year. Quarter courses are fast-paced.
also complete multiple majors and minors.
an M.A. in East Asian studies, or a B.A. in The timeframe is conducive to highly
Minors are a limited version of a major con-
economics with an M.S. in management specialized topics such as a one-quarter,
centration or a specialized subset of a field.
science and engineering. in-depth study of “China Under Mao.”
Students find an exciting momentum is
Class Size achieved with quarter courses, which build
on one another in quick succession. The
In 2005–06, nearly 70% of the courses quarter system also makes it possible for
enrolling undergraduates at Stanford had more students to take full advantage of the
fewer than 20 students. More than 20% university’s curricular possibilities, such as
were independent study courses in which completing a second major, adding a minor
individual students created their own or studying abroad.
directed reading program in conjunction
with a faculty member.

Stanford University 33
Extraordinary faculty mentors at the forefront
of advancing the world’s understanding of

At Stanford, learning, teaching and the creation of new knowledge are inextricably linked. Teaching
and research are not separate enterprises; rather, they inform, enrich and enliven each other. This
interplay is promoted by faculty in each of Stanford’s seven schools — Business, Earth Sciences,
Education, Engineering, Humanities and Sciences, Law, and Medicine.
SCHOOL OF HUMANITIES on the systematic examination of the SCHOOL OF ENGINEERING
AND SCIENCES human experience. Natural scientists study
One of the characteristics that distinguishes
the world around us, while probing for the
The School of Humanities and Sciences the School of Engineering is its proximity
factors that explain our existence on Earth.
(H&S), which consists of more than 500 to Silicon Valley, the center of a world-
The strength of H&S lies in its depth
faculty members, 28 departments and 20 renowned computer and high-technology
and breadth. The school offers excellence
interdisciplinary degree programs, is the industry created in large part by Stanford
in 27 disciplinary majors ranging from sci-
heart of Stanford’s liberal arts education. faculty and alumni. Comprising nine aca-
ences such as physics, mathematics and
H&S is the largest of the university’s demic departments, the School of Engineer-
biological sciences, to social sciences such
schools, awarding about 80% of under- ing educates students to be technically
as economics, political science, archaeology
graduate degrees. sophisticated, while preparing them for
and psychology, to humanities including
Within H&S are the core humanities, fine the complex problem solving they will face
English, classics and history. Additionally,
arts, languages and literatures, social sci- in the real world. Engineering students at
the school offers flexible interdisciplinary
ences, mathematics and natural sciences. Stanford are able to pursue all the opportu-
programs such as international relations,
Departments are divided into three clus- nities Stanford offers such as double major-
symbolic systems, comparative studies in
ters — humanities, social sciences and natu- ing in other disciplines and integrating
race and ethnicity, human biology and
ral sciences. The humanities encompass the study abroad and service learning into their
others.
study of the history, ideas and artifacts of scholarship.
For more information on H&S, visit
human existence. The social sciences focus For more information, visit
http://humsci.stanford.edu.
http://soe.stanford.edu.

Undergraduate Fields of Study in the School of Humanities and Sciences


African & African American Studies Drama Mathematical & Computational Science
American Studies East Asian Studies Mathematics
Anthropological Sciences Economics Medieval Studies
Archaeology Education (honors only) Middle Eastern Languages, Literatures
Art English & Cultures (minor only)
Art History Creative Writing Emphasis Music
Film & Media Studies Interdisciplinary Emphasis Music, Science & Technology
Studio Art English Literature Philosophy
Asian Languages Ethics in Society (honors & minor only) Philosophy & Religious Studies
Chinese Feminist Studies Physics
Japanese French Applied Physics (minor only)
Biological Sciences German Studies Political Science
Chemistry History Psychology
Classics History, Literature & the Arts Public Policy
Greek History & Philosophy of Science Religious Studies
Latin & Technology Russian, East European & Eurasian Studies
Communication History, Science & Medicine (minor only)
Comparative Literature Human Biology Science, Technology & Society
Comparative Studies in Race & Ethnicity Individually Designed Majors Slavic Languages & Literatures
Asian American Studies Interdisciplinary Studies in the Humanities Sociology
Chicana/o Studies International Relations Spanish & Portuguese
Native American Studies Italian Statistics
Cultural & Social Anthropology Jewish Studies Symbolic Systems
Dance (minor only) Latin American Studies (honors only) Urban Studies
Linguistics

34 Stanford University
subjects ranging from geophysics to
history to bioscience to musical composition.

Mayfield Fellowships are awarded


through the Stanford Technology Ventures Undergraduate Fields of Study in the Schools of Engineering
Program, the entrepreneurship center and Earth Sciences
within Stanford’s School of Engineering. SCHOOL OF ENGINEERING SCHOOL OF EARTH SCIENCES
Mayfield fellows combine an intense
sequence of courses on the management Aeronautics & Astronautics Earth Systems
of technology ventures, a paid summer Architectural Design Geosphere
internship at a start-up company, and Biomechanical Engineering Anthrosphere
ongoing mentoring and networking rela- Biomedical Computation Biosphere
tionships with top industry CEOs. Chemical Engineering Energy, Science & Technology
Civil & Environmental Engineering Land Management
SCHOOL OF EARTH SCIENCES Computer Science Oceans
The School of Earth Sciences consists of Computer Systems Engineering Education
three academic departments—Geological Electrical Engineering Environmental Science, Technology &
and Environmental Sciences, Geophysics, Individually Designed Majors Policy (honors only)
and Petroleum Engineering—and two inter- Management Science & Engineering Geological & Environmental Sciences
disciplinary programs. Its mission is to Materials Science & Engineering Geological Sciences
educate students to become geologists, Mechanical Engineering Environmental Sciences
environmental scientists, geophysicists and Product Design Engineering, Geology & Hydrogeology
petroleum engineers and to give students Geophysics
an understanding of the Earth that they
Individually Designed Majors
can apply to careers in such fields as law,
Petroleum Engineering
economics, education, business and policy.
The university’s own 8,180-acre campus
includes a 1,200-acre biological preserve
and a marine station in nearby Pacific
Grove. Field experience is a rich component U N D E RG R A D UAT E AC C E S S TO ■Ability to enroll in graduate courses and
of the undergraduate education in Earth participate in graduate school activities.
T H E G R A D UAT E S C H O O L S
Sciences. Examples include trips to Mount Enrollment is generally by permission.
St. Helens to study the site of the devastat- Undergraduate education at a research uni-
ing 1980 eruption and to Death Valley to versity has a distinctive character because
■ Many academic departments also have
study the geology of a desert environment. professors are the creators of new knowl- informal meetings that include undergradu-
As in all areas of undergraduate study at edge and because graduate students are pur- ates, graduate students, post-doctoral students
Stanford, research is an integral aspect suing advanced study in an extraordinary and faculty who come together to understand
of Earth Sciences, with students joining number of areas. Stanford’s encouragement the results of recently published research.
ongoing faculty investigations such as the of interdisciplinary and interschool connec- ■ Collaborative research and creative proj-
Yaqui Basin project in Sonora, Mexico. tions means that undergraduates have many ects with graduate school faculty and grad-
Students also initiate their own research, opportunities to participate in this rich intel- uate student mentors, including honors
such as searching for fossil evidence of floral lectual environment. The “thin walls” theses.
extinction in Mongolia or discovering how between the undergraduate and graduate
■ Coterminal degree programs offered
organisms use nutrients from cold seeps at programs of the schools of Humanities and
the bottom of Monterey Bay. Sciences, Engineering and Earth Sciences, as through the schools of Earth Sciences,
For more information, visit well as the graduate schools of Business, Education, Engineering, and Humanities
http://geo.stanford.edu. For other Education, Law and Medicine, allow students and Sciences.
environmental endeavors at Stanford, to access the human and physical resources of
visit http://environment.stanford.edu. some of the finest graduate programs in the
world. The benefits are multiple:
■ Undergraduate courses based on the most
current research, designed and taught
by graduate school faculty members. For
example, faculty from all seven schools,
including one-third of the professors at the
School of Medicine, teach undergraduate
introductory seminars.

Stanford University 35
Yo u r s t o e x p l o r e ,
yours to discover . . .
intellectual curiosity will be your compass —

Research at Stanford is collaborative, rigorous, highly applicable and downright fun. “Structured
curiosity” is how one professor describes it — asking questions and then finding out if those
questions are answerable. As a Stanford student, you, too, will be invited to join this quest for new
knowledge. Experience shows it is one of the best ways to learn.

U N D E RG R A D UAT E R E S E A RC H seed-projects to extensive year-long studies Summer Research College and Bing
of a particular topic. Student grant recipi- Honors College foster an integration of
Opportunities for discovery begin in the
ents define the topic or problem that they students’ residential and intellectual
classroom and extend into the rich research
wish to investigate, and they define the communities. Summer Research College
life of campus laboratories, libraries, stu-
importance of the research question with provides coordinated housing and social
dios and beyond. The university urges
respect to their field of study, their personal activities for more than 200 Stanford
undergraduates to join with our faculty in
experiences or some larger community or students who are engaged in full-time
the search for new knowledge and new
societal problem. They work closely with a research with faculty members campuswide.
artistic creation. In doing so, you will have
faculty member to translate the initial Students share research experiences and
abundant opportunities to immerse yourself
research question into a working project ideas in the dorm, and they enjoy special
in a scholarly endeavor and become a vital
with a hypothesis and method of investiga- academic and cultural programming to
contributor to Stanford’s community of
tion and to identify the resources they will enhance their involvement in the campus
scholars who are mutually dedicated to
draw upon to complete the project. Perhaps research culture. Bing Honors College
exploration and discovery. The following
the most satisfying aspect of receiving a allows seniors to return to campus three
are some of the most common ways to
student grant is sharing research results weeks before the start of fall quarter for
engage in undergraduate research:
with the broader Stanford scholarly a focused period of work on their honors
Undergraduate Research Programs community. Students write reports, publish theses. In the daytime, students meet with
(URP) is Stanford’s central resource for articles in the campus undergraduate their departmental honors groups to fine-
information about how to design and/or research journals and present projects at tune their research plans and writing. In
become involved in a research project. campus research symposia. Whatever forum the evening, the college hosts dinners and
URP offers grants directly to students who students find for sharing their results, the social events to build an interdisciplinary
wish to design their own research projects independent learning opportunities opened community of students committed to long-
under faculty guidance. It also provides up by the URP’s student grant programs term honors projects.
funds to faculty and departments to support allow students to personalize their educa-
Honors Theses and Senior Projects
undergraduates as members of a professor’s tion and define their own most important
allow students to pursue in depth a line of
research team. URP staff members help intellectual questions.
scholarly investigation that is profoundly
students connect with faculty who share
Departmental and Faculty-Led interesting to them. Many honors theses
their intellectual passion, find departmental
Research Opportunities allow students to present areas of research that have never
programs that fit their research interests,
become part of a community of undergrad- before been explored, charting new territory
guide students in developing their own
uates, graduate students, faculty and post- for future scholars. But whether or not an
ideas into working projects and assist
doctoral fellows who share intellectual honors project has tangible results —
in integrating research into a student’s
interests and a commitment to advanced launching a career or providing a clue to a
overall academic program. URP also
study and cutting-edge research. In a typical larger discovery — the honors experience
advises and assists students in applying
departmental research program, students affirms a student’s ability as a creative and
for postgraduate fellowships or graduate
choose or are assigned a faculty research original thinker.
school admission. For more information,
advisor according to interest. The student
visit http://urp.stanford.edu.
then conducts substantive, directed research
Student Research Grants sponsored by on a particular aspect of the faculty advi-
the URP office provide students the funds sor’s current project, either part-time during
to pursue their intellectual passion in an the academic year or full-time over the sum-
independent, faculty-mentored research mer, meeting frequently with his or her
project. There are five different types of advisor to discuss progress and future direc-
grants for which undergraduates may apply tions for the project. Many departmental
to support everything from one-quarter programs also sponsor weekly seminars.

36 Stanford University
excellence your true north.

Research Centers, Institutes Stanford Bio-X Program for Freeman Spogli Institute for
and Laboratories Bioengineering, Biomedicine and International Studies
Biosciences brings together engineering, The Freeman Spogli Institute for
With more than 130 national and interna-
physics, chemistry and the information sci- International Studies (FSI), Stanford’s
tional research centers, independent labora-
ences with biology and medicine to foster primary forum for interdisciplinary research
tories, centers and institutes, Stanford gives
new discoveries and inventions. Inter- on key international issues and challenges,
students access to faculty with research
disciplinary in concept and scope, the Bio-X consists of five major research centers—
interests in areas as diverse as the human
Program formalizes in a very real way the Asia/Pacific Research Center; Center on
genome, the novel, astrophysics, bipolar
collaboration Stanford faculty and students Democracy, Development, and the Rule of
disorder, Buddhism, petroleum, and gender.
have long had between and among various Law; Center for Environmental Science and
Here are a few of Stanford’s unique centers
departments and schools. This program, Policy; Center for Health Policy/Center for
through which undergraduates regularly
centralized in the new Clark Center for Primary Care and Outcome Research;
engage in individual and collaborative
Biomedical Engineering and Sciences, cre- and Center for International Security and
research:
ates opportunities for undergraduates to Cooperation—as well as programs and
Hoover Institution on War, Revolution participate in fundamental discoveries that projects such as the European Forum,
and Peace attracts hundreds of visiting emerge from new intellectual connections the Initiative on Distance Learning, and the
scholars each year eager to use the institu- between traditionally separate disciplines. Stanford Program on International and
tion’s library, which houses one of the Cross-Cultural Education that serves as a
Stanford Humanities Laboratory allows
largest collections in the world of materials bridge between Stanford and K–14 schools
scholars at all levels — from freshmen to
on 20th-century social, economic and politi- across the nation. FSI draws together
senior professors — to collaborate on mid-
cal change. faculty and research staff from all seven
to large-scale research projects, with an
Stanford schools, funds research and new
Hopkins Marine Station , the oldest emphasis on flexible and cross-disciplinary
scholarly initiatives, coordinates and directs
marine laboratory on the Pacific coast and working methods. All projects have non-
research projects, and sponsors lectures and
the second oldest in the United States, is 90 traditional research outputs, such as films,
conferences. Undergraduates are encouraged
miles south of campus on 10 acres of pic- exhibits, music, CDs, online journals and
to participate in the programs and research
turesque, rocky headlands overlooking experimental technologies.
initiatives sponsored by FSI.
Monterey Bay. A division of Stanford’s
Woods Institute for the Environment
Biological Sciences Department, the station Stanford Linear Accelerator Center is
In 2004 Stanford established the Woods
has earned an international reputation for operated by Stanford for the U.S. Depart-
Institute for the Environment, an interdisci-
its teaching and research. Courses in marine ment of Energy. The 426-acre facility,
plinary teaching and research effort that
biology are offered at the station each win- housing a two-mile-long linear accelerator,
brings together faculty and students from
ter and spring quarter. Students live in is devoted to experimental and theoretical
all seven of Stanford’s schools to attack
Monterey while studying and conducting research in elementary particle physics.
some of the most pressing environmental
research with faculty members in residence
challenges of the new century. The institute Stanford University Medical Center
at the station.
promotes multidisciplinary environmental serves as an umbrella for the Stanford
Jasper Ridge Biological Preserve con- research, provides enhanced environmental University School of Medicine, Stanford
sists of 1,200 acres on the western edge education and fosters outreach to policy University Hospital and Clinics and the
of Stanford lands, where scientists from makers in an effort to create the scientific Lucile Salter Packard Children’s Hospital.
academic institutions and resource manage- infrastructure, discover and demonstrate Together, they form one of the nation’s
ment agencies around the world have con- solutions, and help develop policies that leading centers for medical education,
ducted a wide range of environmental will lead to sustainable approaches to devel- research and patient care. Undergraduates
research for more than a century. opment worldwide. can attend classes at the medical school,
The establishment of the institute reflects observe surgeries and become members
Stanford’s ongoing commitment to interdis- of research teams.
ciplinary approaches broadly and its aware-
ness that environmental challenges have
become increasingly complex and must
involve an array of scientific, socio-cultural,
economic and ethical dimensions.

Stanford University 37
The world all at once.

The broad range of premier academic programs and research activities at Stanford is enhanced
by several additional hallmark programs. The resulting combination of superb academic, serv-
ice, cultural, creative and athletic endeavors offers undergraduates abundant opportunities to
seek and achieve excellence unique to their talents and interests.

HAAS CENTER FOR S TA N F O R D I N B I N G OV E R S E A S S T U D I E S


P U B L I C S E RV I C E WA S H I N G TO N P RO G R A M P RO G R A M
The center is a national model for the inte- Stanford students can spend one academic Students can study abroad at nine Stanford
gration of academic and service activities. quarter studying and learning in a rigorous campuses — Australia, Beijing, Berlin,
Through the center, students engage in residential program in the nation’s capital. Florence, Kyoto, Moscow, Oxford, Paris,
public service opportunities ranging from The program consists of four parts: and Santiago — with Stanford visiting
direct human services to policy and advo- 1) Weekly seminars taught by Stanford fac- faculty and local faculty whose specialties
cacy, touching virtually all of the univer- ulty members in which students and faculty relate to their host countries. Students earn
sity’s schools, academic departments, analyze government institutions, political full Stanford credit toward their majors and
centers and programs. The center makes processes and public policy. Seminar topics general education requirements. In addition
the opportunity to serve available to all have included Law and Economics, to enjoying a diverse curriculum at each
students regardless of financial situation, Environmental Science and Public Policy, of the campuses, students have the unique
academic interest or political persuasion. Power and Politics, and Policy for Children, opportunity to live in homestays. Overseas
Indeed, Stanford leads the nation’s top Youth and Families. Executive branch offi- Studies also offers the following special
universities in using federal work-study cials, members of Congress, Supreme Court programs:
money for community service. At Stanford, justices, and other policy makers are fre-
Internships, either paid or for credit,
service informs scholarship and vice versa. quent guest speakers. 2) Theme tutorials,
are offered in Berlin, Florence, Kyoto, Paris
As a student’s knowledge, skills and experi- which bring together two to five students
and Santiago. Throughout a student’s over-
ence evolve, so do the levels at which he taught by senior-level national experts.
seas experience, internships are available at
or she is able to engage societal challenges 3) Internships in which each student is
a wide range of arts, government, business,
such as poverty, civil rights, education, placed according to his or her interests in
technology and nonprofit organizations.
environment, health and justice. a government agency, news, arts or health
These have included the National Research
The Haas Center also offers the Public organization or public interest group,
Center for Environment and Health in
Service Scholars Program for students in working closely with top individuals in
Germany, Banca Toscana in Florence and
their senior year who seek to write honors policy-making positions. Students have
the Musée D’Orsay in Paris.
theses that meet the highest standards of interned at the White House; Office of
their academic departments and of the gov- Management and Budget; Departments of Overseas Seminars are three-week
ernment and nonprofit agencies and local Interior, Justice, and Health and Human courses taught abroad by Stanford faculty.
communities with which the scholars col- Services; Senate committees; World Wildlife Recent seminars were offered in Belgium,
laborate. This capstone program draws Fund; Children’s Defense Fund; World Bhutan, Mexico, and South Africa and
highly motivated students from many Bank; and many other agencies and organi- focused on locally relevant topics. Each
majors, including American studies, art his- zations. 4) Activities that include oppor- seminar is limited to 12–15 students and
tory, computer science, earth systems, his- tunities to meet and talk with members of includes local travel to supplement class-
tory, human biology, political science, Congress, national media journalists and work. Seminar students receive two units of
public policy, psychology and urban studies. museum curators, as well as special tours. fall quarter credit. Seminars conclude before
For more information about the the start of fall quarter, allowing students to
Haas Center for Public Service, visit return to campus before classes begin.
http://haas.stanford.edu.

38 Stanford University
Limitless possibilities

S TA N F O R D E XC H A N G E P RO G R A M The Stanford Creative Writing Program The Committee on Black Performing


was established more than 50 years ago. Arts (CBPA) presents professional perform-
This program was established in 1978 to
Through its Stegner Fellowship Program, it ing artists, symposia, films and student
provide a cultural and academic enrichment
offers emerging writers in fiction and poetry productions framed by related academic
experience for Stanford students in a histor-
the opportunity to advance their work. It study in drama, history, sociology, anthro-
ically black institution of higher education.
provides Stanford students in all depart- pology and philosophy. Through the CBPA’s
Participating colleges include Howard
ments with writing courses in fiction and offerings, students are able to concentrate
University, Morehouse College and Spelman
poetry, from beginning to advanced classes. studies in Black Performing Arts as part of
College. The program now also includes an
The program annually brings to campus the B.A. major in African and African
exchange with Dartmouth College for
poets and fiction writers who teach semi- American Studies. The CBPA also publishes
Native American students. Students from
nars, give public readings and hold collo- an international journal of artistic expres-
Stanford and participating schools exchange
quia. Recent visiting writers include Frank sion and cultural critique, The Black Arts
places for a quarter, semester or full aca-
Bidart, J.M. Coetzee, Michael Cunningham, Quarterly. CBPA is the umbrella organiza-
demic year.
Mary Gordon, Robert Haas, Salman tion for student performing groups such as
Rushdie and Jane Smiley. The creative writ- the Kuumba Dance Ensemble, Stanford
V I S UA L , L I T E R A RY A N D ing program also sponsors the Lane Lecture Gospel Choir and Jam Pac’d.
PE R F O R M I N G A R TS P RO G R A M S Series.
Stanford Irvine Institute for Diversity
An enormous extended artistic community The Drama Department presents 12 to in the Arts annually sponsors
of students majoring in many disciplines 20 productions per year, at all levels, from “Cartographies of Race: Mapping Race and
contribute their talents to Stanford’s maga- staged readings to full musicals. Student- Space in California,” a visiting-artist resi-
zines, film screens, stages, studios and gal- run groups also mount 10 or more produc- dency program engaging students, faculty
leries. Visiting artists further enrich the tions each year. Opportunities for student and the surrounding community in a collab-
range and depth of possibilities for engage- participation are numerous. Drama majors oration to create visual and performing arts
ment in the creative process. A few key pro- also have the ability to combine academic projects exploring issues of diversity in
grams and resources include: research with performance through the California. Four student fellows are chosen
department’s senior project requirement. each year to serve as teaching assistants for
The Iris and B. Gerald Cantor Center
In addition to the department’s artists-in- the workshops.
for Visual Arts includes the restored 1893
residence, visiting performers teach acting
Stanford Museum building, spacious gal- Student Organizing Committee for the
classes each quarter.
leries, an auditorium, cafe, bookstore and Arts (SOCA) creates artistic and cultural
the second largest Rodin sculpture collection The Music Department presents approxi- opportunities for Stanford and the sur-
in the world. With collections in 18 galleries, mately 150 concerts each academic year, rounding community. One of the highlights
a superb schedule of special exhibitions, edu- from student recitals to full symphonic of SOCA’s offerings is its annual “An Art
cational programs and events, the Cantor works with choruses. Instrumental ensem- Affair,” which includes performances, visual
Arts Center is a vital part of the campus. bles include the Stanford Symphony art and short films by students, faculty and
Orchestra, Stanford Wind Ensemble, staff in the community.
The Thomas Welton Stanford Art
Stanford Jazz Orchestra, Stanford Chamber
Gallery features frequent exhibitions of
Strings, ALEA II (new music), Stanford
works by Stanford students and faculty
Taiko, classical and jazz combos, and cham-
members.
ber music groups of all sizes and styles.
Vocal groups include Stanford Chamber
Chorale, University Singers, Symphonic
Chorus, Early Music Singers, and the
Memorial Church Choir. More than 800
students participate in music in a given
year. Students are welcomed for private
and group lessons, ensemble participation
and for practice. The Friends of Music pro-
gram at Stanford provides scholarship sup-
port for many students’ private lessons.

Stanford University 39
a r e a t t h e h e a r t o f S t a n f o r d Un i v e r s i t y.

S TA N F O R D AT H L E T I C S
Championships (as of March 2006)
Stanford’s Department of Athletics, Physical
Education, and Recreation offers programs Total National Championships: 102
of the highest quality that give all students
opportunities for athletic participation Total Individual NCAA Championships: 399*
and physical fitness at all levels of skill Total NCAA Championships (NCAA rank): 91 (No. 2)
and interest. More than 80% of students Total Men’s NCAA Championships (NCAA rank): 57 (No. 3)
take advantage of the extensive athletic
facilities and programs offered at the inter- Total Women’s NCAA Championships (NCAA rank): 34 (No. 1)
collegiate, intramural, club sport and NCAA Team Championships Since 1990: 51*
instructional levels.
NCAA Team Championships Since 1980: 74*
Intercollegiate Competition includes *Most in the nation
35 Division I varsity sports. “Home of
Champions” is the catchphrase for the
Stanford University Athletic Department
because no other athletic department in
the country has experienced the success Club Sports allow students to compete Major Athletic Facilities
Stanford has achieved since the 1980s. against skilled athletes from other colleges Arrillaga Family Recreation Center
Stanford has captured 11 consecutive and universities. Many of Stanford’s club
Arrillaga Family Sports Center
Directors’ Cup titles (1995– 2005), sport teams are the equivalent of varsity
an award that honors the nation’s top teams at other colleges. What distinguishes Artificial Turf Field
Division I athletic program. Stanford club sports from varsity teams is Avery Aquatic Center
that club sports are student organized. There Boyd and Jill Smith Family Softball Stadium
Men’s Varsity Sports: baseball, basket-
are more than 1,000 participants in the club
ball, crew, cross country, fencing, football, Burnham Pavilion
sports program, which includes badminton,
golf, gymnastics, soccer, swimming and Cobb Track and Angell Field
cricket, cycling, equestrian, ice hockey, judo,
diving, tennis, indoor track and field, out-
men’s lacrosse, equestrian polo, men’s and Ford Center
door track and field, volleyball, water polo
women’s rugby, running, skiing (Alpine and Maloney Field
and wrestling.
Nordic), table tennis and men’s and women’s
Maples Pavilion
Women’s Varsity Sports: basketball, Ultimate Frisbee.
crew, lightweight crew, cross country, Red Barn Student Equestrian Center
Intramural Sports ranging from basket-
fencing, field hockey, golf, gymnastics, Stanford Golf Course
ball and bicycle racing to table tennis and
lacrosse, soccer, softball, squash, swimming
inner-tube water polo are played by about Stanford Rowing & Sailing Center
and diving, synchronized swimming, tennis,
9,000 students. Teams are affiliated with Stanford Stadium
indoor track and field, outdoor track and
various campus residences, organizations
field, volleyball and water polo. Steuber Rugby Stadium
and departments.
Coed Varsity Sport: sailing. Sunken Diamond
Physical Education Classes are coeduca-
Taube Family Tennis Stadium
tional and open to all students. Courses are
offered in all areas of competitive athletics In addition to the athletic facilities listed
as well as in aquatics, fitness, equitation, here, there are 26 tennis courts, outdoor
martial arts and yoga. basketball and volleyball courts nearly every-
where, a driving range, riding stables and
70 acres of playing fields throughout campus.

40 Stanford University
The friendship of fellow students who will

Nearly 6,700 undergraduates and 8,200 graduate students live on the Stanford campus, with most
faculty members living on or near campus as well. Students have access not only to Stanford’s
expansive campus with its extraordinary resources, but also to Northern California’s many ameni-
ties. Stanford is, for instance, about 30 minutes from San Francisco and San Jose. Easily accessible
are both cities’ world-class performances, film festivals and museums; Silicon Valley’s high-tech,
future-oriented industry and culture; and the beauty and adventure of nearby mountains, natural
parks and the California coast.

L I V I N G AT S TA N F O R D its doors after six years of planning and Freshman/Sophomore College


building. In an early letter, Stanford’s first (See Residential Education, page 42)
The Stanford Campus was designed
president, David Starr Jordan, wrote: “The
under the direction of Frederick Law Potter College
yellow sandstone arches and cloisters, the
Olmsted, the landscape architect who cre- (See Residential Education, page 42)
‘red-tiled roofs against the azure sky,’ make
ated New York’s Central Park. In 1885, a
a picture that can never be forgotten, itself Program in Structured Liberal Education
year and a half after the death of their only
an integral part of a Stanford education.” (See Residential Education, page 42)
child, Jane and Leland Stanford executed a
The size and varied topography of the
deed of trust conveying their Palo Alto Cross-Cultural Theme Houses
8,180 acres of foothills and plains in the
Stock Farm, along with several other Chicano/Latino, American Indian/Alaska
center of the San Francisco Peninsula pro-
parcels of land, to trustees for the founding Native, Asian American, Black/African-
vide a rare opportunity for comprehensive
of the Leland Stanford Junior University. American
land and resource management. Outside the
The campus still carries the nickname “the
main campus center, much of Stanford’s Focus Theme Houses
Farm.” In 1891, Stanford University opened
land is rural, with ecosystems ranging from Comparative Studies in Race and Ethnicity,
working farms and pastureland to the Public Policy, Community Service,
1,200-acre Jasper Ridge Biological Preserve Entrepreneurial Spirit, Environmental
(see page 37), used for research in popula- Issues, Arts and Performing Arts
tion biology, ecology, plant physiology and
Academic and Language Theme Houses
anthropology.
East Asian Studies House, German Language
Stanford’s Small-House System of and Culture House, Human Biology House,
undergraduate residences guarantees cam- Italian Language and Culture House, French
pus housing to entering freshmen for four Language and Culture House, Potter College,
years. Varied housing options are provided Spanish Language Immersion House,
in 78 residences, all of which are located on Slavic/East European House
the campus within 10 minutes walking or
Co-ops, apartments, small and large
biking distance of most classrooms and
dormitories
libraries. Each type of residence offers a
distinct lifestyle, including: Houses vary greatly; all, however,
All-freshman houses foster abundant social opportunities,
including dances, theme nights, intramural
Sophomore house athletic games, and off-campus day and
Four-class houses weekend trips.

Upper-class houses

Greek houses

Stanford University 41
awe and inspire you as much for their humanity

Residential Education encompasses the The Program in Structured Liberal Computing Resources at Stanford allow
learning that occurs in campus residences, Education (SLE) is designed specifically for students to enjoy one of the most extensive
including: residence-based advising and freshmen interested in an interdisciplinary and varied computing environments of any
tutoring; interaction with faculty, classes in approach to the liberal arts and sciences. university campus. Students can use pub-
the residences, informal learning experi- The program emphasizes intellectual rigor licly accessible computers for a variety of
ences, exposure to arts and culture, discus- (inquiry, criticism and tolerance for ambigu- tasks including library collection searches,
sions of issues and introduction to new ity) and individualized contact between course work, multimedia projects, e-mail
people, ideas and experiences; development faculty and students, as well as close inter- and Internet/World Wide Web access. Public
of a pluralistic community in which each action among students through shared liv- computer clusters with UNIX, Macintosh
student feels fully included intellectually, cul- ing areas. SLE is a demanding three-quarter or PC systems are available in Meyer
turally and politically; and training in lead- program, which consumes approximately Library, Tresidder Memorial Student Union,
ership and management skills as well as 60% of the average academic workload of the Terman Engineering Center and Sweet
opportunities to exercise those skills through a freshman. Hall. All dorm rooms are wired per student
dorm governance and residence staff. and all residential buildings at Stanford
A Multifaith Community, Stanford has
A key element of residential education is have computer clusters. Wireless access is
40 recognized religious organizations
the resident fellows program, through also available in most academic and admin-
on campus, including Christian groups,
which Stanford faculty members live in stu- istrative buildings. Students may purchase
the Hillel Foundation, the Islamic Society,
dent residences and serve as educational personal computers at a discount through
the Baha’i Association, Hindu Student
and intellectual leaders. the Bookstore, although students are not
Council, and Zoroastrian and Buddhist
Residential education in all its forms is required to own computers at Stanford.
communities. Memorial Church was one of
one of the reasons that, despite the univer-
the first interdenominational churches in The Undergraduate Advising
sity’s size and breadth, Stanford is an inti-
the West and is still among the most promi- Programs, the hub of advising services on
mate community.
nent. The Office for Religious Life presumes campus, is staffed by experienced profes-
For more information on all
that faith and spiritual quest are consonant sionals who work with students throughout
residence programs, please visit
with the University’s most vital pursuits of their undergraduate years. Among the many
http://www.stanford.edu/dept/resed.
meaning and purpose. For more informa- advising programs is freshman advising,
Freshman-Sophomore College at Sterling tion visit http://religiouslife.stanford.edu. through which each entering student is
Quad is a residential education program assigned an advising team based on shared
Academic Resources and Services
students may select as entering freshmen. intellectual interests consisting of an aca-
The college is specifically designed to inte- The Stanford University Libraries demic advisor, a peer academic advisor and
grate classroom and residential learning and include more than 30 libraries and programs. professional advisors. Stanford also pro-
to increase student knowledge of academic Stanford’s libraries have amassed collections vides extensive tutoring and study-skill
resources and opportunities on campus. of books, journals, scores, sound and video development resources. Once students
Courses taught at the college include house recordings, and printed reference works declare their major, usually at the end of the
seminars and class sections in chemistry, numbering more than 8 million volumes. sophomore year, they choose an advisor
economics, humanities, math and physics. The collections include over 50,000 current from the faculty in their major department.
Other academically oriented activities serials, 281,011 cartographic holdings and
Stanford’s Language Center is a national
include oral communication courses, work- 5.8 million microform holdings, as well as
leader in second-language pedagogy and
shops and tutorials to improve public- access to thousands of digital resources.
includes the most modern video and audio
speaking skills; advising programs; and Most of the materials in the collections are
equipment, cable and Internet connections,
faculty talks followed by dinner at the open and easily accessible to students.
eight computer workstations, a soundproof
college Dean’s home. The J. Henry Meyer Memorial Library
room for recording and equipment for the
serves many of the academic technology
Potter College. The Potter College at production of student language portfolios.
support needs of students and faculty. The
Sterling Quadrangle is designed to create an The center is linked with all the campus
second floor of Meyer houses a public com-
interdisciplinary community of students area-studies programs and overseas studies
puter cluster that comprises Macintosh and
engaged in intellectual exploration with a centers to ensure that foreign language
Pentium processor-based desktop systems,
particular focus on undergraduate research, acquisition at Stanford serves students’
a consulting desk, a multimedia studio and
writing (including creative writing), public wider academic and career goals.
a lab for foreign language study. The Cecil
speaking, the arts, and honors. Residents of
H. Green Library holds the majority of The Center for Writing offers tutorial
Potter College take leadership roles in
research collections in the humanities and services to help students with writing
organizing in-College colloquia as well as
social sciences, as well as general reference assignments.
programming to spotlight undergraduates’
materials and periodicals. There are also
creative pursuits campus-wide, and are
specialized libraries for students in areas
supported by staff who share the excitement
ranging from art to education to science.
of intellectual and personal discovery.

42 Stanford University
as for their talents.

The Disability Resource Center offers The Associated Students of Health Services
campus access information and arranges Stanford University represents
The Bridge Peer Counseling Center is a
accommodations to meet the needs of any all registered students on campus issues,
group of student counselors providing free,
student with a learning disability, handicap, funds student organizations, brings
confidential, 24-hour peer counseling services
chronic illness or physical limitation. It also prominent speakers to campus through its
to Stanford and the neighboring community.
acts as a liaison between students, faculty speakers forum, holds concerts, sponsors
and student services offices. The center community service projects and offers free Counseling and Psychological Services
provides Braille and recorded materials, legal assistance. assures that high-quality professional coun-
mobility training, transportation, special seling is always available and, in addition,
equipment, notetaking and other resources. Student Clubs and Organizations offers a variety of educational programs.
Stanford students move in many different Vaden Student Health Center provides
Student Union and Centers directions, often simultaneously. Having a full range of general and special medical
Tresidder Memorial Union is the the ability to engage in multiple interests care for students free of charge.
Stanford community’s gathering place. Its and find friends who are not only similarly
main dining room, Union Square, serves the engaged, but also exceptionally talented in Campus Restaurants and Stores
entire Stanford community with six culinary those areas, is one of the values of Stanford’s
diversity. Stanford’s 600-plus student organi- In addition to dining services throughout
platforms offering international cuisine,
zations fall into the following categories: student residences, the Stanford campus has
plus two national sandwich and coffee
more than 30 restaurants and cafés offering
chains, and offers configurable furniture, Academic a wide variety of foods.
wireless internet access and additional elec-
trical outlets for laptops, bistro tables and Athletic/Recreational The Stanford Bookstore provides a
chairs, and an amphitheatre with plasma Careers/Preprofessional diverse selection of books and supplies to
televisions, leather couches and other soft students, faculty, staff and the community
seating for news, sports, television and Community Service in and surrounding Stanford. The main
movie viewing. Ethnic/Cultural bookstore carries more than 130,000 titles,
Services offered in the union include a as well as periodicals, Stanford logo
convenience store, two banks, a travel Fraternities/Sororities apparel, gifts and souvenirs. The Bookstore
agency, copy center, hair salon, ticket office Health/Counseling also houses a separate computer store,
for Bay Area and on-campus events, gym which sells both hardware and software, a
and meeting rooms. Media/Publications one-hour photo processing center and a
Tresidder is also the home of the student Music/Dance/Creative Arts café. The Stanford Bookstore has five other
government, the Associated Students of branches: the Stanford Medical/Technical
Stanford University, and the Offices of the Political/Social Awareness Bookstore in downtown Palo Alto, which
Vice Provost for Student Affairs and the Religious/Philosophical carries medical and technical books, sup-
Dean of Students. plies, stationery, medical instruments, best-
For more information on specific student sellers and clothing; the Track House Sports
Bechtel International Center groups, visit http://osa.stanford.edu. To Shop; the Tresidder Express convenience
www.stanford.edu/dept/icenter glimpse the diversity of on-campus activi- store; the Stanford Shop at the Stanford
(see page 47) ties, issues and news, visit the online version Shopping Center, which carries clothing,
Asian American Activities Center of Stanford’s student-run newspaper, the souvenirs and gifts; and the Bookshop at
www.stanford.edu/dept/a3c Stanford Daily, at http://daily.stanford.edu. the Cantor Center for the Arts.
Black Community Services Center Stanford Shopping Center is nearby
www.stanford.edu/dept/BCSC campus and has 140 retail stores. It is one
of the nation’s leading regional centers in
El Centro Chicano
revenue and sales volume, providing income
www.stanford.edu/dept/elcentro
for student scholarships and other univer-
Lesbian, Gay, Bisexual, Transgendered sity expenses.
Community Resource Center
www.stanford.edu/group/QR
Native American Cultural Center — American
Indian, Alaska Native, and Native Hawaiian
Program www.stanford.edu/dept/nacc

Women’s Community Center


www.stanford.edu/group/womenscntr

Stanford University 43
Global positioning systems and gene splicing,
One Flew Over the Cuckoo’s Nest and

Stanford alumni bring the perspectives learned on campus to the greater world as, for instance,
distinguished academic leaders, actors, artists, astronauts, athletes, diplomats, entrepreneurs,
inventors and scientists, journalists and writers, and policy makers and politicians.

A F T E R S TA N F O R D
National and International Scholarships and Fellowships
Fellowship and Graduate School
Application Services administered by Recent Stanford graduates have John Gardner Public Service Fellowship
Undergraduate Research Programs provide received the following scholarships Gates Cambridge Scholarship
practical advice to Stanford students and and fellowships:
recent graduates on how to apply for Ph.D. Barry M. Goldwater Scholarship
American University in Cairo Internship
programs and postbaccalaureate fellow- Marshall Scholarship
ships. Services include workshops and indi- Beinecke Scholarship
Mellon Fellowship in Humanistic Studies
vidual consultations on choosing a graduate Bundeskanzler Scholarship
school and fellowship program, managing The George J. Mitchell Scholarships for
Churchill Scholarship
the application process, writing personal Study in Northern Ireland
statements and speaking in interviews. DAAD (German Academic Exchange
National Science Foundation Graduate
Service) Award
Fellowship
The Overseas Resource Center (ORC) English-Speaking Union Scholarship
administers a number of scholarships for National Security Education Program
Tom Ford Philanthropy Fellowship
graduate study abroad, including the Rhodes Scholarship
Rhodes, Marshall and Fulbright scholar- Freeman Asia Study Grant
Donald A. Strauss Scholarship
ships. Because these scholarships are IIE (Institute of International Education)
awarded largely on the basis of academic Harry S. Truman Scholarship
Fulbright Scholarship
ability, each year ORC identifies students Morris Udall Scholarship
who should be encouraged to apply. IIE (Institute of International Education)
Throughout the winter and spring quarters, Fulbright Asia/Pacific Award
the ORC also holds open information ses-
sions to help acquaint students with these Connection for a Lifetime Academic Leaders
scholarships. In addition, the ORC staff is The Stanford Alumni Association, a com-
pleased to meet with students individually munity of nearly 200,000, provides lifelong Derek Bok, President Emeritus of Harvard
to provide counseling on all aspects of the opportunities for alumni to maintain their University
grant application process. For further intellectual and emotional ties to Stanford William Brody, President of Johns Hopkins
information, please visit the ORC website and to one another. As Howard Wolf, A.B., University
at http://icenter.stanford.edu/orc. ’80 and President of the Stanford Alumni
Nancy Cantor, Chancellor of Syracuse
Association observes, “I chose Stanford
Career Development Counseling University
because of the quality of education it
is state-of-the-art at Stanford. Career offered. What I didn’t anticipate at the time Vartan Gregorian, President of Carnegie
Development Center (CDC) services include was how important the friendships and Corporation
general career information through a library associations I developed there would prove
of resources, an internship database, job Clark Kerr, former President of the
to be throughout my life.”
lists, handouts and alumni networks; indi- University of California (deceased)
The Stanford Career Network (SCN),
vidual counseling at all stages of career an online database containing more than The Rev. William Leahy, President of Boston
planning and development; group work- 8,000 alumni volunteers, connects students College
shops to clarify career goals; the Cardinal and alumni with contacts for networking
Recruiting Program; a reference file service Richard Levin, President of Yale University
assistance and professional development.
for management of graduate and employer Among members of the Stanford com- Stephen Lewis, former President of
reference letters; and an extensive website munity are leaders and trailblazers, cre- Carleton College
making many of the CDC resources available ators and innovators, peacemakers and Peter Likins, President of the University
via the Internet. problem solvers. The following list provides of Arizona
examples of those who have used their
Stanford experiences in significant ways: Susan Prager, President of Occidental
College

44 Stanford University
The Grapes of Wrath . . .
all bear the mark of a Stanford individual.

Actors and Artists Business Leaders Herbert Hoover, former U.S. President
(deceased)
Actors: Andre Braugher, Jennifer Connelly, Samuel Armacost, former President and
Ted Danson, Jack Palance, Fred Savage, CEO of BankAmerica Shirley Hufstedler, former Secretary of
Sigourney Weaver and Reese Witherspoon Education
Steve Ballmer, CEO of Microsoft
Richard Diebenkorn, painter (deceased) William Perry, former Secretary of Defense
Eric Benhamou, Chairman of 3Com
Edith Head, Oscar-winning costume Corporation Alejandro Toledo, President of Peru
designer (deceased)
Doris Fisher, co-founder of Gap, Inc. Journalists and Writers
Robert Motherwell, painter (deceased)
Joseph Gallo, CEO of E&J Gallo Winery
Ted Koppel, former anchor of ABC-TV’s
Movie producers: Roger Corman, Richard William Hewlett and David Packard, “Nightline”
Zanuck, Mike Tollin and David Brown founders of Hewlett-Packard Co.
Henry Muller, editor-at-large of Time, Inc.
(both deceased)
Astronauts Maynard Parker, editor of Newsweek
Philip Knight, Chairman and CEO of
Eileen Collins, Mike Fincke, William Fisher, (deceased)
Nike, Inc.
Owen Garriott, Susan Helms, Mae Jemison, Authors: John Steinbeck (deceased),
Bill and Mel Lane, formerly of Sunset
Tamara Jernigan, Gregory Linteris, David Ken Kesey (deceased), Harriet Doerr
Low, Edward Lu, Bruce McCandless,
Publishing Corporation
(deceased) and Scott Turow
Barbara Rudding Morgan, Ellen Ochoa, Sandra Lerner and Leonard Bosack,
Scott Parazynski, Sally Ride, Stephen Playwrights: Maxwell Anderson (deceased),
founders of Cisco Systems
Robinson, Steve Smith and Jeff Wisoff David Henry Hwang and Warren Leight
Peter Magowan, President of the San
U.S. Poet Laureates: Robert Haas and
Francisco Giants
Athletes Robert Pinsky
John McCoy, Chairman Emeritus of
Football: John Elway, James Lofton, John Bank One Corp. Scientists and Inventors
Lynch, Ed McCaffrey, and Jim Plunkett
Scott McNealy, Chairman and CEO of Vinton Cerf, Internet protocol co-author,
Olympic medalists: Janet Evans, Julie Sun Microsystems, Inc.
Foudy, Eric Heiden, Misty Hyman, Bob called the “father of the Internet”
Mathias, Jessica Mendoza, Pablo Morales, Robert Mondavi, founder of Mondavi Wines Ray Dolby, designed noise-reduction systems
Summer Sanders, Kerri Strug, Debra Lawrence Page and Sergey Brin, founders
Thomas, Jenny Thompson, and Kerri Walsh John Harsanyi, Nobel Prize in Economics,
and presidents of Google 1994
Basketball: Jennifer Azzi, Jarron Collins, Charles Schwab, Chairman and CEO of
Jason Collins, Kristen Folkl, Casey Dudley Herschbach, Nobel Prize in
Charles Schwab Corporation Chemistry, 1986
Jacobson, Brevin Knight, Mark Madsen,
Kate Starbird and Jamila Wideman Greg Steltenpohl, co-founder of Odwalla
Scott Stillinger, inventor of Koosh ball
Baseball: Bob Boone, Mike Mussina and Chih-Yuan “Jerry” Yang and David Filo,
Brent Townsend, inventor of 56k modem
Jack McDowell founders of Yahoo!

Golf: Notah Begay, Hillary Lunke, Casey Supreme Court Justices


Government Of ficials
Martin, Tom Watson and Tiger Woods Stephen Breyer, Anthony Kennedy, Sandra
Ehud Barak, former Israeli Prime Minister
Tennis: John McEnroe Day O’Connor (retired) and William
Warren Christopher, former Secretary Rehnquist (deceased)
of State
U.S. Senators
Gray Davis, former Governor of California

John Gardner, former Secretary of Health, Max Baucus, Jeff Bingaman, Kent Conrad,
Education and Welfare (deceased) Dianne Feinstein and Ron Wyden

Dana Gioia, Chairman of the National Former U.S. Senators: Alan Cranston
Endowment for the Arts (deceased) and Mark Hatfield

Carla Hills, former Secretary of Housing and


Urban Development and U.S. Trade
Representative

Stanford University 45
Admission and Financial Aid

The Office of Undergraduate Admission assembles a freshman class of about 1,600 students and a
transfer class of about 80 students each year. We look for distinctive students who consistently
exhibit an abundance of energy and curiosity in their classes, activities, projects, research and lives.

The Evaluation Process contributing community member. Students Single-Choice Early Action
need not be well rounded, nor do we count
Each application for admission is carefully Stanford offers Single-Choice Early Action,
the number of or rank order extracurricular
reviewed by multiple admission officers. a non-binding early admission option for
activities. We value students who show
Our task is to select not simply those who freshman applicants who have completed a
commitment in a single area as well as
are qualified, but those who have distin- thorough and thoughtful college search,
those who have pursued a wide variety of
guished themselves in their schools and know that Stanford is their first-choice
activities.
communities. We look for intellectually school, and who feel ready to be evaluated
In some cases, exceptional ability in the
vital students who derive pleasure from on their academic and extracurricular
arts or athletics may influence our decision
learning for its own sake and take the record as it stands at the beginning of the
if the applicant is otherwise well qualified.
initiative and responsibility for their own senior year. Single-Choice Early Action
Such abilities by themselves, however, never
education. applicants should present very strong soph-
guarantee admission to Stanford. Guidelines
It is almost impossible for us to estimate omore and junior programs, and should
for submitting samples of work in the
the likelihood of an individual being admit- complete their standardized testing by the
arts—for those applicants with significant
ted without seeing his or her entire applica- end of the junior year.
talent—are included with the application.
tion. Nevertheless, on page 50 we have Single-Choice Early Action at Stanford
The Department of Athletics submits the
given you some statistics describing the stu- allows applicants to apply to as many col-
names of those applicants whom it is
dents who were offered admission for fall leges as they want under a regular admis-
actively recruiting for the varsity sports
2005. You should be cautious in applying sion timeframe, but requires that students
programs.
these data to your particular case. It is a not apply to any other college under any
Stanford does not discriminate on the
combination of many factors, including the type of early action, early decision, or early
basis of disability, handicap or physical lim-
academic record, references, and the com- notification program. Please see our web-
itation, nor do we require applicants to pro-
pleted application, that determines whether site, http://admission.stanford.edu, for sev-
vide information about learning disabilities,
a student will be admitted to Stanford. eral unique exceptions to this restriction.
chronic illness or physical constraints. We
We have no minimum figures for grade Candidates who apply early to Stanford are
often find such information useful in devel-
point average, test scores or rank in class, asked to sign a statement in their applica-
oping a complete profile of a student, how-
nor are there specific high school course tion agreeing to file only one early applica-
ever, so we invite applicants to provide
requirements for entrance to Stanford. tion. Their parents and high school
details that might help us better understand
Academic excellence is the primary criterion counselors are also asked to sign statements
their circumstances. The decision to tell us
for admission, and the single most impor- indicating that the applicant is aware of the
about a disability is a personal one, and we
tant credential is the transcript. We look for terms of Single-Choice Early Action.
respect an applicant’s decision not to do so.
academic standouts who have selected a rig- Single-Choice Early Action applicants
We strive to build a class that cuts across
orous academic program and who have whose files are complete by the November 1
a number of dimensions to add to a rich
achieved distinction in a range of academic application deadline will receive one of
and diverse undergraduate educational
courses. We are not looking for a specific three possible decisions: 1) Admitted: the
experience for everyone. We do not use
“profile,” and academic success in and of student has until May 1, 2007, to respond
quotas of any kind in our admission
itself does not guarantee admission to to Stanford; 2) Deferred for further consid-
process. We do not favor particular schools
Stanford. eration in the larger applicant pool during
or types of schools, nor any particular geo-
Students are asked to write about them- the Regular Decision round: the student will
graphic region; there are no racial, reli-
selves and their interests on the application, receive a final decision in early April; or,
gious, ethnic or gender-related quotas of
and we encourage applicants to think seri- 3) Denied: the student may not re-apply as
any sort. Above all, we believe that a stu-
ously about their motivations, curiosities a Regular Decision candidate and is free to
dent body that is both highly qualified and
and background as they formulate their give full attention to other college options.
diverse in terms of culture, class, race, eth-
essays. There is no “right” answer; rather, It is important to note that those students
nicity, background, work and life experi-
applicants should allow their own voice to who decide not to apply early to Stanford
ences, skills, and interests is essential to the
emerge through the essays. need not worry they will be left behind; we
educational process. To that end, we
We also take into consideration personal are committed to making the majority of
encourage applications from those who
qualities—how well an individual has taken our offers of admission to those who apply
would provide additional dimensions to the
advantage of available resources and during the Regular Decision round.
university program.
whether the applicant shows promise as a

46 Stanford University
Information Sessions Additional Information
Application, Notification
and Campus Tours for International Students
and Response Timelines
Understanding that the best way to learn In a small way, Stanford began as an inter-
about a college or university is to visit, national university. When the university’s Single-Choice Early Action
Stanford offers admission information ses- doors opened in 1892, students from 14
sions as well as a variety of campus tours nations were among the registrants. Today November 1, 2006
throughout the year. We recommend you students from 58 countries make up Early Action application deadline.
call ahead or consult our website for the Stanford’s diverse community. Stanford is All forms and the application fee or
most accurate information regarding all of proud of the international character of its fee waiver must be postmarked by
these offerings prior to finalizing your student body and welcomes applications November 1.
travel plans. from eligible international students. At the
Mid-December
“Discover Stanford” is a two-part pro- same time, admission is selective and highly
gram that includes a walking tour of cam- competitive. The volume of applications is Admission decisions are mailed
pus designed specifically for prospective so large that only a relatively small portion to Early Action applicants.
students and an information session that of the many qualified applicants is admit-
focuses on the unique aspects of Stanford as ted. We regret that Stanford is not able to
Regular Decision
well as the admission process. Reservations be need-blind for international applicants
are required and can be made online at (see “Financial Aid for International December 15, 2006
http://admission.stanford.edu. Students” on page 49). Regular Decision application deadline.
Space is limited and schedules are subject All forms and the application fee
Examinations
to change; please contact us at least three or fee waiver must be postmarked
All applicants, including international stu-
weeks in advance of the date you hope to by December 15.
dents, must submit scores from either the
visit.
SAT or the ACT. We do not accept substitu- Early April
Visitor Information Services also offers a
tions, and applications without official scores Admission decisions are mailed
one-hour Public Walking Tour daily at
from one of these tests will not be consid- to applicants.
11:00 A.M. and 3:15 P.M. No reservation is
ered. We recommend that students make
required.
arrangements to take the required tests well
The university is unable to provide guest
in advance of our application deadlines. It is Transfer
accommodations, but there is a wide selec-
unlikely that scores from tests taken after March 15, 2007
tion of hotels and motels in the Palo Alto
our deadlines will arrive in our office in time
area. If you know a student attending Transfer application deadline. All forms
for our review process. The TOEFL is not
Stanford, he or she may be able to arrange and the application fee or fee waiver
required for admission to Stanford, but we
to have you stay overnight in a residence must be postmarked by March 15.
do recommend this test for students who do
hall. Admitted prospective freshmen are
not speak English as their primary language. Late May
invited to visit the campus during the
We look for a score of at least 260 on the Admission decisions are mailed
month of April, when Stanford students
computer-based test or 620 on the paper- to transfer applicants.
volunteer to host newly admitted students.
based test.
Stanford admission directors and deans
We strongly recommend that all applicants
travel throughout the United States during
take two SAT Subject Tests as well: Student Response Deadlines
the fall months to conduct information
Math Level 2 and another of your choosing.
sessions in major cities. If you received this May 1, 2007
Please see our website for further details
publication through the mail and there is Students offered admission under either
about required and recommended standard-
such a meeting in your city, you should Single-Choice Early Action or Regular
ized tests.
receive an invitation detailing the location Decision must notify Stanford of their
and time. You may wish to check with your Resources enrollment decision, postmarked
college counseling office to see if a visit Bechtel International Center (I-Center)
by May 1.
has been scheduled in your area, or check helps international students adjust to the
our website. Stanford culture, offers special orientation Mid-June
programs and other support services Transfer students must notify Stanford of
and serves as a place for cultural their enrollment decision.
exchange. The I-Center also supports
more than 30 international student organi-
zations. For more information, visit
http://www.stanford.edu/dept/icenter.

Stanford University 47
Admission and Financial Aid (continued)

Financing A Stanford Education will not be expected to contribute toward Stanford also encourages applicants to
educational costs and those with income seek outside or private scholarships and
Below is an estimated budget for the
below $60,000 will see significantly reduced grants. Such awards may reduce or eliminate
2006–2007 academic year at Stanford and a
expectations. the university’s expectation that a student
description of the financial aid program to
In addition to tuition, room and board, will work during the academic year or bor-
help in your planning and decision making.
financial aid eligibility also considers row to help meet his or her educational
expenses for related costs like books and costs. There are many free sources of infor-
supplies, travel to campus and to return mation on these awards, including libraries,
Tuition $32,994
home, as well as personal expenses. high school and community college counsel-
Room and Board 10,367 In 2005–2006, Stanford administered ing offices, state educational assistance pro-
Personal 1,935 some $112 million in undergraduate finan- grams, service organizations, corporations
Books and Supplies 1,290 cial aid. The average aid package totaled and the Internet.
$28,000. Please feel welcome to send an additional
Total $46,586 letter of explanation to the Financial Aid
Applying for Financial Aid Office if your family has any unusual cir-
Tuition, room and board are direct costs cumstances or special expenses, or if you
Stanford University is need-blind in its
billed to the student by the Student feel there are other details about your finan-
admission process; with the exception of
Financial Services Office in increments of cial situation that we should know.
international students (neither U.S. citizens
about one-third of the total each quarter. nor permanent residents of the United
Room and board rates vary depending on The Aid Award
States), applying for financial aid will in no
the housing facility to which students are The first component of the aid award is
way jeopardize your chances of gaining
assigned and the board plans they choose. called “self-help” and includes student loans
admission.
The other budget items are allowances and and academic year job eligibility. For aca-
Stanford requires all students applying for
are not part of the university’s billing demic year 2006–2007, the university
university aid to file the Free Application for
process. For financial aid purposes, each expects most students to work and borrow
Federal Student Aid (FAFSA) to establish eli-
student’s budget also includes a university- up to $5,500. If the student’s need is greater
gibility for federal and state grants and
established travel allowance. than the self-help expectation, the university
loans, including the Pell Grant and Stafford
offers scholarships or grants to meet the
Loan. Our federal code number is 001305.
Financial Aid Program remaining need. The self-help expectation
The FAFSA is available online at
may be higher than normal for independent
Managing the cost of an undergraduate edu- http://www.fafsa.ed.gov and can be com-
students and transfer students who have not
cation represents a significant investment. pleted no sooner than January 1, 2007.
borrowed before entering Stanford.
The university recognizes that not all fami- Stanford also requires all students apply-
Although the Financial Aid Office will
lies are able to make that investment with- ing for university aid to submit the College
accept and process applications after the fil-
out assistance. Stanford is committed to Scholarship Service (CSS) PROFILE. You
ing dates listed below, a financial aid award
providing a comprehensive financial aid pro- may complete the PROFILE online at
probably will not be available before the
gram that makes it financially possible for http://www.collegeboard.com after
applicable admission reply date.
admitted students to attend. The undergrad- September 15, 2006. Our CSS code number
Applications filed after the filing dates may
uate financial aid program is need-based. If is 4704.
require longer processing time and may
a student has financial need—a difference The CSS Noncustodial PROFILE is
result in higher levels of self-help. Stanford’s
between educational costs and the resources required of the noncustodial parent if an
policy is generally to exclude undergraduates
available to the student—the university will applicant’s parents are divorced or separated
from being considered independent for pur-
offer aid, including loans, job eligibility and as the University does consider the financial
poses of university-administered scholarship
grants or scholarships, to meet that need. circumstances of the noncustodial parent
and grant aid unless the student is an
Determining what you and your family in the calculation of the expected family
orphan, a ward of the court, at least age 25
can be expected to contribute toward educa- contribution.
tional costs is the key to determining eligi-
bility for need-based aid. The Financial Aid Financial Aid Filing Dates
Office will calculate an expected family con-
Submit FAFSA Submit Parents’ 2006
tribution based on your family’s financial Type of Submit PROFILE to federal federal 1040 and W-2
circumstances as reported on your applica- Admission to CSS by: processor by: forms to CSS by:

tion documents. Family income and assets,


Early Action November 1, 2006 March 2, 2007 March 2, 2007
as well as the number of family members
enrolled in college and future college costs Regular Decision February 1, 2007 February 1, 2007 March 2, 2007
for younger siblings are among the factors Transfer March 15, 2007 March 15, 2007 March 15, 2007
involved in the calculation. Beginning in the
2006–2007 academic year, parents whose The CSS PROFILE code for Stanford is 4704. The FAFSA code is 001305.
total annual income is less than $45,000 California residents applying for a Cal Grant must submit the FAFSA by March 2, 2007.

48 Stanford University
or has an extremely adverse home situation. Calendar for Applicants 2006– 2007 February 1
The university expects the parents and the Priority filing date for the CSS PROFILE,
Single-Choice Early Action
student (as well as the spouse, in the case of Noncustodial PROFILE and federal FAFSA
October 20
married students) to assume the primary applications for those Regular Decision
Optional fine arts submissions must be
responsibility for the student’s educational applicants wishing to receive financial aid
received in our office; late submissions will
costs. consideration.
not be considered.
All inquiries about financial aid, including
March 2
student loans, job eligibility and scholarships November 1
Financial aid applicants must submit signed
and grants should be directed to the Postmark deadline for all application forms
copies of their parents’ 2006 federal 1040
Financial Aid Office, Stanford University, and fee or fee waiver.
tax returns, with W-2 forms, to the
355 Galvez Street, Stanford, CA CSS PROFILE and Noncustodial
CSS Institutional Documentation Service
94305–3021. The toll-free telephone number PROFILE priority filing date for those wish-
(IDOC).
is (888) FAO–3773, and the financial aid ing to apply for financial aid.
website is http://financialaid.stanford.edu. Official test results must be sent. All appli- Early April
cants must submit scores from either the SAT Admission decision letters are mailed.
Financial Aid for International Students or ACT. Results received after November 15 Financial aid awards will be sent approxi-
Stanford does not adhere to a need-blind may arrive too late to be considered. mately one week later to those who submit-
admission policy for international appli- ted the CSS PROFILE and federal FAFSA
Mid-December
cants, which means that the need for finan- by February 1, 2007.
Admission decision letters are mailed.
cial aid is a consideration in the admission
Estimated financial aid awards will be sent April 19–21
process. Some international students may be
shortly after to those who have completed Admit Weekend 2007 activities on campus.
admitted to the university on the condition
the CSS PROFILE by November 1, 2006.
that they not seek financial aid from May 1
Stanford. International students applying for March 2 Students offered admission under either
financial aid must submit the application Admitted students and those deferred to Single-Choice Early Action or Regular
documents indicated by the filing dates Regular Decision who are applying for Decision must notify Stanford of their
shown on page 48. financial aid must file the FAFSA. enrollment decision, post-marked on or
All international students, except those by May 1, 2007
Admitted students requesting financial aid
whose families earn income in the United
must submit signed copies of their parents’ Transfer Applicants
States or Canada, must complete the
completed 2006 federal tax returns, with March 15
International Student Financial Aid
all schedules and W-2 forms, to the Postmark deadline for all application forms
Application (ISFAA) and the CSS
CSS Institutional Documentation Service and fee or fee waiver request. Priority filing
Certification of Finances (COF). These forms
(IDOC). date for CSS PROFILE, Noncustodial
are available in many countries and may also
Parent PROFILE, FAFSA, and other neces-
be downloaded from the Stanford financial Regular Decision
sary documents for financial aid applicants.
aid website, http://financialaid.stanford.edu. November 20
Those students whose families earn income Optional fine arts submissions must be March 15
in the United States or Canada should sub- received in our office; late submissions will Optional fine arts submissions must be
mit the CSS PROFILE, converting all funds not be considered. received in our office; late submissions will
to U.S. dollars. not be considered.
December 15
Whether they receive financial aid from
Postmark deadline for all application forms Late May
Stanford or not, international students must
and fee or fee waiver. Admission decisions are mailed. Financial
plan realistically to meet their educational
Official test results must be sent for aid awards are sent one week later to those
expenses throughout their undergraduate
Regular Decision applicants. All applicants filing for financial aid on time.
career at Stanford. The university is not able
must submit scores from either the SAT or
to assume responsibility for economic Mid-June
ACT. Results received after January 15 may
changes such as currency fluctuation, nor Admitted transfer students must notify
arrive too late to be considered.
can it replace lost support that a student Stanford of their enrollment decision.
may have expected to receive from friends,
relatives or government and corporate
grants.

For More Information


For more information on Stanford’s financial
aid program, we encourage you to visit our
website at http://financialaid.stanford.edu.

Stanford University 49
Academic Profile

The following statistics give a general picture of the freshman and transfer applicants and enrollees
for fall 2005. We caution you against too narrow an interpretation of this data. We are
providing it because we are often asked to evaluate an applicant’s chances of admission based on cer-
tain criteria. To make such a judgment without reading an entire application is impossible, but the
following information may prove useful to you. Bear in mind both that an applicant in the top of one
group may not be in the same position on another measure and that the rigor of academic programs
varies considerably among schools. Statistics below are based on October 2005 information for those
students for whom we had such information.

Freshmen Fall 2005 (as of October, 2005) ✟ Transfers Fall 2005 (as of October, 2005) ✟

APPLICANTS APPLICANTS
Applicants Admit Rate Matriculants Applicants Admit Rate Matriculants

20,195 12% 1,633 1,281 4.8% 50

SAT I V E R B A L S CO R E * SAT I V E R B A L S CO R E *
Percent of Percent of Percent of Percent of
Applicants Admit Rate Admitted Class Applicants Admit Rate Admitted Class

700–800 49% 19% 71% 700–800 35% 13% 70%


600–699 36% 9% 25% 600–699 38% 5% 28%
500–599 12% 5% 4% 500–599 20% 1% 2%
Below 500 3% 1% <1% Below 500 7% 0% 0%

SAT I M AT H S CO R E * SAT I M AT H S CO R E *
Percent of Percent of Percent of Percent of
Applicants Admit Rate Admitted Class Applicants Admit Rate Admitted Class

700–800 64% 16% 76% 700–800 50% 9% 70%


600–699 27% 10% 21% 600–699 35% 4% 23%
500–599 7% 5% 3% 500–599 12% 3% 5%
Below 500 1% <1% <1% Below 500 3% 3% 2%

H I G H S C H O O L R A N K I N C L A SS P R E V I O U S CO L L EG E G PA
Percent of Percent of Percent of Percent of
Applicants Admit Rate Admitted Class Applicants Admitted Class

Top 1–2% of Class 29% 20% 45% 3.5–4.0 81% 87%


Top 10% of Class 76% 15% 91% Below 3.5 19% 13%
Top 20% of Class 89% 14% 97%

✟ Data for the Class of 2010 was not available at printing time but can be viewed on our admission website at: http://admission.stanford.edu/profile
* While Stanford accepts both the ACT and the SAT, we did not provide data for ACT test results here, as the number of applicants submitting ACT scores is not statistically significant.

50 Stanford University
Stanford University admits students of either sex and any race, color,

religion, sexual orientation, or national and ethnic origin to all the

rights, privileges, programs and activities generally accorded or made


available to students at the university. It does not discriminate against

students on the basis of sex, race, color, age, disability, religion, sexual

orientation, or national and ethnic origin in the administration of its


educational policies, scholarships and loan programs, and athletic and

other university-administered programs.

Stanford University complies with the Clery Disclosure of Campus

Security Policy and Campus Crime Statistics Act. For a copy of

Stanford’s policies and statistics under this Act, please contact the
Stanford University Department of Public Safety at (650) 723-9633.

Stanford University
Of fice of Undergraduate Admission

355 Galvez Street ■ Stanford, CA 94305-3020


Phone: (650) 723 – 2091
Fax: (650) 725– 2846
Website: http://admission.stanford.edu
Email: admission@stanford.edu
International email: intl.admission@stanford.edu

Creative Direction and Design: Plainspoke / Portsmouth, NH

Production: Stanford Design Group

Editorial Direction: Andrea Jarrell

Photography: Steve Marsel (portraits), Dan Dry (including front cover)


and Linda A. Cicero (inside front cover)

The Stanford viewbook is published annually by the Office of Undergraduate


Admission. Special thanks go to our faculty contributors and the students and staff
members whose thoughtfulness and support made this collaborative project possible.
STA N F OR D

S TA N F O R D
h t t p : / / a d m i s s i o n . s t a n f o r d . e d u S t a n f o r d Un i v e r s i t y 2 0 0 7

U N I V E R S I T Y
2 0 0 7

Office of Undergraduate Admission


355 Galvez Street ■ Stanford, CA 94305-3020
(650) 723-2091 ■ Fax (650) 725-2846